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Queering EFL Teaching : Opportunities and Challenges According to Preservice TeachersBertilsson, Alvina, Stimjanin, Nora January 2020 (has links)
This study examines how preservice teachers reflect upon queer pedagogy in relation to their future profession as English teachers. The purpose is to find out if preservice English language teachers consider queer theory to be important in their future profession, and if they do, find out what aspects they think are important, and what aspect could be challenging. Focus group interviews conducted with preservice teachers from Västra Götaland showed that queering English language teaching deemed important to encourage critical thinking, question norms and promote normalization of queer topics and acceptance of others. Results suggest that queer theory should be implemented in a natural way in order to avoid othering. The major concerns of the participants can be summarized as fear of being uninformed, and offending or differentiating students without meaning to. Moreover, many found it challenging to engage in the process of 'queering materials' as there are no clear guidelines or instructions, the responsibility placed on the individual teacher. In conclusion, preservice teachers would benefit from more queer theory courses related to their subjects, and opportunities to actively 'queer' and evaluate materials during their undergraduate teaching programs. This could provide confidence when working with and implementing queer theory in the classroom.
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Virtual Vocal Health Education for Preservice TeachersPion, Lydia Katherine 21 April 2022 (has links)
No description available.
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The Impact of an Integrated STEM Collaborative Approach on Preservice Teachers’ Pedagogical Content Knowledge and Curricular Role Identity for Teaching ScienceTian, Qiuju 01 May 2022 (has links)
The current study investigated the impact of an integrated STEM collaborative approach embedded in a science methods course on early childhood and elementary preservice teachers’ pedagogical content knowledge (PCK) and curricular role identity for teaching science, as well as the potential relationship between these two constructs. Participants were recruited from a group of preservice early childhood and elementary teacher candidates (N = 65) completing an undergraduate teacher education program at a university in the southeastern United States.
Using a mixed-methods design, the preservice teachers’ pedagogical content knowledge and curricular role identity were assessed using concept maps and a curricular role identity for teaching science survey (Forbes & Davis, 2008) at the beginning and end of the semester. Semi-structured interviews were conducted after the semester to collect qualitative data to clarify and explain the quantitative results.
Findings suggested that the integrated STEM collaborative approach led to a significant increase in preservice teachers’ PCK and curricular role identity for teaching science over the semester. The significant increase was found in both early childhood and elementary education preservice teachers, with little to no departmental difference. There was no statistically significant relationship between the preservice teachers’ PCK and curricular role identity. Preservice teachers in this study found that examining science standards, unit planning, microteaching, and connecting with other teachers were beneficial for their development of PCK and curricular role identity for teaching science. This study affirms the collaboration among university faculty and preservice and in-service teachers. Implications and suggestions for future research are included.
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Exploring the Impact of Design Thinking on Creativity in Preservice TeachersBrannon, Megan Elizabeth 28 April 2022 (has links)
No description available.
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The Effects of the IAM Workshop on Preservice Teachers' Perceptions and Attitudes on Integrating Art and Mathematics In Saudi ArabiaMereie, Iman Ali 08 1900 (has links)
This mixed-methods dissertation used an explanatory sequential design to examine art and mathematics preservice teachers' perceptions and attitudes towards integrating art and mathematics (IAM) after an IAM workshop. The conceptual framework of this study has its basis in three theoretical sources: constructivism, multiple intelligence theory, and semiotics. Each of these sources provides a conceptual lens to examine art integration in the curriculum and the teacher's role in facilitating this instructional process. Participants of this study included two sub-groups at a large university in Saudi Arabia. The first sub-group was preservice teachers of art education. The second sub-group was preservice teachers of mathematics. Quantitative and qualitative results indicated that the IAM workshop had positive impacts on art and mathematics preservice teachers' attitudes and perceptions of IAM. Participants attributed more value to art, were more willing to apply IAM, and felt that there was less barriers for applying IAM. The study also indicated differences between art and mathematics preservice teachers' attitudes towards IAM. The differences were due more to art value than willingness or barriers. After the IAM workshop, mathematics preservice teachers put more emphasis on the importance of art to mathematics, especially with respect to making mathematics a more enjoyable subject.
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Personnel Preparation for Special Instruction in Early Intervention: The Development of Professional Dispositions in an Early Intervention PracticumGatmaitan, Michelle M. 10 December 2018 (has links)
No description available.
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Critical Literacy Book Club: Making Sense of Critical Literacy and Diverse, Social Issues Picturebooks with Preservice TeachersWinn, Vanessa Grace 23 October 2018 (has links)
No description available.
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Pre-Service Teacher Self-Efficacy: Differences by Gender and Relationship with Physiological Response to Simulated Challenging Student BehaviorRoberts, Drewcilla 09 May 2019 (has links)
No description available.
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EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAYZhulamanova, Ilfa 16 August 2019 (has links)
No description available.
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Preservice Teachers' Cultural Models of Academic SuccessTurpin, Carrie 16 June 2020 (has links)
No description available.
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