No description available.

No description available.

No description available.

Preparedness, efficacy, and commitment to a teaching career are important products of the teacher preparation process. Yet research on how the context of field experiences influences the development of these products is limited. The purpose of this study is firstly to confirm the existence of hypothesized differences between urban and suburban field placements and secondly to investigate the relationship between individual components of these contextualized field experiences and the outcomes of preparedness, efficacy, and commitment. Field experiences are examined through the lens of Bandura's (1997) sources of teacher efficacy belief development (mastery experiences, vicarious experiences, verbal persuasion, emotional arousal) and their interactions with student teaching contextual influences. The results suggest that urban-based student teachers have a qualitatively different experience from their suburban-based counterparts. Although the study did not find significant differences in resultant teacher efficacy, or preparedness for assuming fulltime teaching responsibilities, urban-based teachers report less long-term teaching commitment, but are more likely to be seeking an initial placement in an urban school. Regression analyses were performed to identify those components of the field experience and individual student characteristics that predict preparedness, efficacy and commitment. Location and on-site school contextual variables (school climate, school poverty) play an integral role in prediction of teaching efficacy. While long-term teaching commitment was most strongly predicted by emotional interpretations of the experience (satisfaction, stress, confidence) together with feeling supported by the field supervisor, intentions regarding teaching location were more dependent on support and encouragement received from mentor teachers in those locations, and viewing the mentor as a good career model. The findings of this study have important implications for teacher training since the results confirm that student teachers have very different experiences based on field site location and that these experiences do contribute differentially to the development of preparedness, efficacy and commitment. / Educational Psychology

The purpose of this interpretive qualitative case study was to explore how possible selves of four pre-service EFL teachers changed during their last 10 months at university and what factors were involved in developing and changing their possible selves. The concept of possible selves is a future-oriented self-concept that involves one's motivation to move toward one's ideal future selves and move away from one's feared selves. Ought-to selves are also believed to work as motivators. The main data sources included two written possible selves stories from each participant, four sets of semi-structured interviews, short e-mail messages with emoticons, and official practicum reports. Through a narrative analysis of these data, I found that participants' rather general possible teacher selves changed to more realistic, elaborated ones after they had experienced practicums. These revised possible selves were not always in the direction of more positive, more ideal selves, but also toward feared and ought-to teacher selves. The data analysis also revealed that the participants found a large gap between their actual L2 selves and ought-to L2 selves, and consequently they developed feared L2 selves who would likely get embarrassed in front of others because of their poor English speaking ability. However, they took no action to prevent their feared L2 selves because becoming fluent in English was possibly seen as a temporally distant unreachable goal that did not merit an investment of time and energy. The study also found that interpersonal relationships with parents, teachers in the past, cooperating teachers during practicum, students at school, and peers were important factors contributing to participants' developing and changing possible selves. I end with suggestions that policy makers, universities, teacher educators, and supervising teachers of student teachers seriously consider issues that will help improve English education in Japan as well as lead to better teacher education programs to prepare EFL pre-service teachers for the rather harsh conditions in the teaching profession in Japan. / Teaching & Learning

No description available.

<p dir="ltr">The overarching purpose of this three-paper dissertation was to investigate the affordances of technology in educational settings and gain insight into how preservice and inservice teachers integrate technology as they design, develop, implement, and manage learning experiences. To meet this goal, three studies were conducted. In study 1 the purpose was to describe how preservice teachers identify educational problems and suggest solutions in which educational technology can be meaningfully implemented by using a problem-solving lens. Participated in this study 100 preservice teachers enrolled in an introductory educational technology course. Students’ technology integration activity was analyzed for this study. This activity, divided into three parts, required that students (1) shared and reflected on their best academic learning experience, (2) described how they could integrate technology into that learning experience, and (3) revisited their suggestions for technology integration, evaluated their ideas, and suggested revisions. Data were analyzed using an ill-structured problem-solving model synthesized from previous literature: identifying problems, generating solutions, making justifications, and monitoring. Results of this study indicated that preservice teachers had a simplistic understanding of technology integration, likely resulting from underdeveloped problem-solving skills. In study 2 the purpose was to identify the instructional strategies and technology affordances used while integrating technology that facilitated the development of student creativity by completing a systematic literature review about how technology (i.e., social media) is being used by educators to foster creativity. After the process of identification and screening, a total of 27 articles met the inclusion criteria and were selected for further analysis. The results indicated that, in most studies in which the use of technology was associated with promoting student creativity, a student-centered approach was used. Students had autonomy and flexibility to produce content, express their opinions, and share their experiences using social media. Also, participants used social media to create their own products, communicate with others, and collaborate virtually. In the studies, we identified that the social media affordances of ownership, association, and visibility lead to fostering student creativity. In conclusion, social media, when integrated with appropriate instructional strategies, can be successfully used as an educational tool to build an environment that promotes student creativity. In study 3 the purpose was to analyze the forms in which special education teachers design learning experiences that provide an environment for creativity development for students from special education and how their proposed technology integration plays a role in it across different settings (i.e., face-to-face, blended, and online learning). Three practicing teachers enrolled in an online graduate program in special education participated in this study. For the purpose of this study, the primary data source consisted of assignments (i.e., artifacts and reflections) submitted by students to the Technology Integration - Blended and Online Teaching (Ti-BOT) program, a licensure required as part of their Special Education program. Artifacts were analyzed through the lens of the existing literature on learning environments for creativity. Reflections were analyzed using a thematic analysis approach, applying a combination of inductive and deductive coding. The artifacts presented by the participants included elements of a creative environment and technology often facilitated the development of such an environment. However, the participants did not appear to explicitly and intentionally design activities to foster creativity, but to make modifications to learning activities and assessments that reflected the level of individualization and adaptations that are typically expected from special education teachers, described in individualized education plans (IEPs), and guided by Universal Design for Learning (UDL) principles. With the findings from this three-paper dissertation, the goal is to provide recommendations for how educator preparation programs can improve how they are approaching technology integration, gain deeper understanding of technology integration across diverse contexts and tools, and offer strategies for supporting the deeper consideration of how technologies can be meaningfully used.</p>

Doctor of Philosophy / Curriculum and Instruction Programs / Gail Shroyer / David Allen / This study was designed to gather input from early career elementary teachers with the goal of finding ways to improve elementary mathematics methods courses. Multiple areas were explored including the degree to which respondents’ elementary mathematics methods course focused on the NCTM Process Standards, the teachers’ current standards-based teaching practices, the degree to which various pedagogical strategies from mathematics methods courses prepared preservice teachers for the classroom, and early career teachers’ suggestions for improving methods courses. Both qualitative and quantitative methodologies were used in this survey study as questions were of both closed and open format. Data from closed-response questions were used to determine the frequency, central tendencies and variability in standards-based preparation and teaching practices of the early career teachers. Open-ended responses were analyzed to determine patterns and categories relating to the support of, or suggestions for improving, elementary mathematics methods courses. Though teachers did not report a wide variation in the incorporation of the NCTM Process Standards in their teaching practices, some differences were worth noting. Problem Solving appeared to be the most used with the least variability in its frequency of use. Reasoning, in general, appeared to be used the least frequently and with the most variability. Some aspects of Communication, Connections and Representation were widely used and some were used less frequently. From a choice of eight methods teaching practices, ‘Observing in actual classrooms or working with individual students’ and ‘Planning and teaching in actual classrooms’ were considered by early career teachers to be the most beneficial aspects of methods courses.

The issue of developing effective teacher preparation and professional programs by providing effective teaching and learning strategies to prepare teachers to teach in more challenging ways and change their old ways of teaching to more powerful ones has gained great attention around the world. Cooperative learning was one of the astonishing strategies introduced by many researchers to prepare effective teachers and to solve many educational problems. Teacher educators have taken different approaches to help teachers learn and change in powerful ways. They have focused on the knowledge and attitudes of teachers in promoting their adoption of new practices through educational courses, workshops, and training. After introducing the cooperative learning strategy through a training workshop, this study investigated the knowledge of and attitude of teachers at the College of Basic Education (CBE) in Kuwait towards cooperative learning as a new teaching and learning strategy. The literature reviewed the historical and practical use, theoretical roots, different models, and outcomes of cooperative learning. In addition, (1) teachers' knowledge and attitudes as factors affecting implementation and (2) preservice teacher preparation and training in the use of cooperative learning were reviewed. An attitude survey and a knowledge test were developed based on Bouas, (1993) survey and test. Additionally, an interview guide and a demographic data survey were all used to collect data. The survey and the test were translated into the Arabic language. Ninety-one responses of participants in two experimental classes and one control class were analyzed. Twenty-one participants were interviewed. A significant difference in knowledge of and attitude towards cooperative learning was found between experimental classes and the control class (p< .05 for both knowledge and attitude). In conclusion, the training workshop affected preservice teachers' knowledge of and attitudes toward the cooperative learning strategy. Therefore, the researcher suggested that cooperative learning should be introduced in the College of Basic Education in Kuwait and the University of Kuwait as another teaching and learning strategy.

Individual personality traits of pre-service teachers may have a significant influence on their confidence in teaching. Confidence in teaching does not always align with the experience of pre-service teachers. simSchool enables transformational experiences for teacher candidates to improve in general teaching skills, connect learning theories in the classroom, and develop confidence to be an effective teacher without the ill impacts of practicing on real students. This study executed a quasi-experimental design to explore the personality traits of 152 pre-service teachers and examined how their perceptions of teaching confidence and teaching experience were related in the context of simSchool. A treatment and comparison group completed the Survey of Teaching Skills pre/post tests and the OCEAN survey for quantitative data analysis to investigate four research questions: 1. Is there a difference between treatment and comparison groups on educator’s gains in confidence and experience? 2. Is there a relationship between personality type and perceived teaching effectiveness? 3. Is there a relationship between personality attributes and pre-service educator ratings of teaching experience in a simulated teaching environment? 4. Is there a relationship between personality attributes and pre-service educator ratings of teaching confidence in a simulated teaching environment? Findings from repeated measures MANOVA tests indicated that the simSchool treatment group increased their perceptions of experience with significant gains (p < .05), in contrast to the comparison group. Two key constructs of personality and effective teaching, the latter of which is comprised of the pre-service teachers’ self-reports of teaching confidence and teaching experience, were examined using canonical correlation analysis. The traits of openness, conscientiousness, extraversion, agreeableness and neuroticism were components linked by structure coefficients to the synthetic variable of personality, the latter of which was found to be correlated with effective teaching. Pearson product-moment correlation coefficients were produced to assess the relationship between experience and confidence and relationships between experience and confidence with the personality traits of conscientiousness, openness, extraversion, and emotional stability. Multiple regression analyses were run using the predictors of openness, conscientiousness, extraversion, and neuroticism. These were found to be significantly (p < .05) effective in predicting self-reported teaching experience and confidence from personality traits. Furthermore, the variable of openness was individually found to be a significant (p < .05) predictor of teaching experience and confidence. These findings suggest that personality traits affect the experience and confidence ratings of pre-service teachers in a simulated classroom environment and that simSchool training can foster the development of teaching effectiveness.