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Thesis advisor: David Scanlon / Despite the often-claimed purpose of equity, inclusive education has been defined and interpreted in different ways that paradoxically marginalize students. Teachers play a primary role in enacting inclusion, their concept of inclusion is, therefore, critical to inclusive practices and outcomes. This qualitative case study explored the impact of dialogue on preservice teachers’ understanding of inclusive education, using three major research questions: a) How do five preservice teachers conceptualize inclusive education before and after participating in a series of group dialogue? b) How do preservice teachers negotiate meanings of, perspectives on, and beliefs toward inclusion during the group dialogues when they face challenges around the concept and practice?, and c) How do facilitations—content/topics, guiding/follow-up questions, and supplementary materials and activities—mediate those negotiations?The participants were five female under-/graduate students in a teacher education program at a private Catholic University in the Northeastern United States, who were completing practicum at the time of the study. Data were collected from multiple sources, including surveys, follow-up conversations, pre/post-dialogue journal entries, individual semi-structured interviews, six group discussion sessions and accompanying artifacts (mind-maps and self-reflections), and field notes. For the first research question, qualitative content analysis and pre/post comparisons of individual participants’ journals and interviews were examined, to identify how the pre-service teachers changed their conceptualizations of inclusive education through their participation in the dialogue series. The commonalities and variations in their conceptualizations following the dialogue series were synthesized through cross-case analysis. For the second and third research questions, discussion segments and post-dialogue interviews were analyzed via constructivist grounded theory along with review of the supplementary artifacts. The findings suggested that group dialogues provided a learning space for the preservice teachers to deepen their understandings of inclusive education. A synthesis of the five single case studies revealed that, after the dialogue series, the preservice teachers conceptualized inclusion as a) a channel to prepare students for transition from the classroom/school to society, and b) a means to empower marginalized students under the rhetoric “for all,” as well as c) viewed teachers as a mechanism of inclusive action/enactment. Five themes emerged, revealing the ways in which the preservice teachers negotiated meanings of, perspectives on, and beliefs toward inclusion as they addressed challenges around the concept and practice through interactions, as well as the ways in which the facilitation mediated their negotiations. The five themes included: a) Convergence, b) Expansion Through Convergence, c) Divergence, d) Inconclusiveness, and e) Multiple Patterns. Further, the facilitation set the context where the preservice teachers could think through concrete examples in practice, provoked them to develop new ideas and perspectives and to (re)think about the issues critically enriching the discussions, and fostered their collective and individual sense-making. This study adds to knowledge on inclusive education and teacher dialogue as a learning tool, providing in-depth descriptions of how pre-service teachers developed a deeper understanding of inclusive education through facilitated group discussions that problematized taken-for-granted notions and practices of inclusion. It also provides a new instructional method of research that elucidates preservice teachers’ negotiation processes in dialogues. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

À partir du constat, issu de l’analyse de la littérature internationale, d’une efficacité relative des dispositifs traditionnels de formation initiale des enseignants novices (EN) fondés sur le postulat de l’alternance intégrative, cette étude a pour objet de questionner les modalités d’une activité conjointe, collaborative et située de formation. Plus précisément, cette thèse développe des études de cas menées dans le cadre d’un dispositif de formation de terrain ancré sur le « coteaching » en Éducation Physique et Sportive (EPS). Elle étudie les conditions du développement de l’activité professionnelle des EN et, au-delà, de la construction du sujet enseignant. S’inscrivant dans un programme de recherche technologique en formation d’adultes dont les fondements théoriques sont issus d’une anthropologie culturaliste (Bertone, 2011 ; Chaliès, 2012), et inspirée de la philosophie analytique de Wittgenstein (2004), cette étude a été menée dans le cadre de quatre dispositifs. Pour chacun d’entre eux, le tuteur (TU) et EN ont réalisé une activité conjointe dans le cadre de (i) la préparation de leçon, (ii) de la leçon, et (iii) du bilan suivant cette leçon. Ces phases ont été complétées par des dialogues de formation intégrant délibérément la présence du chercheur et un guide d’entretien permettant aux acteurs d’instruire en détail leur activité. Des données d’autoconfrontation ont également été recueillies, celles-ci ont permis de formaliser les raisonnements pratiques des acteurs en formation et d’identifier la téléologie des actions de formation et d’enseignement réalisées. Les résultats montrent que le dispositif technologique proposé a permis l’enseignement d’expériences normatives situées (ENS) par TU à partir d’un dressage ostensif et ostensible. Associé à des explications délibérément entreprises par TU, cet enseignement a contribué au développement du sujet enseignant. Un double processus de subjectivisation (Chaliès, 2012) a été documenté, tant sur le plan dialogique et réflexif en formation post leçon, qu’au niveau de la réalisation d’actions réglées en classe. Les résultats ont permis (i) de discuter le postulat traditionnel de l’alternance dans la formation initiale des enseignants, et (ii) d’ouvrir des perspectives de conception de dispositifs de formation initiale des enseignants. / Based on the analysis of international reviews and articles of a relative efficiency of the traditional system of initial training for preservice teachers (PST), which is based on the postulate of integrative alternance, this study aims to question the modalities of joint, collaborative and situated training working. More precisely, this study develops case studies in the context of the training system anchored in coteaching in Physical Education. It studies the conditions of the professional activity of PST, and beyond the teaching subject construction. As part of a technological research program in adult education whose theoretical foundations are the culturalist anthropology (Bertone, 2011 ; Chaliès, 2012), and inspired by the analytical philosophy of Wittgenstein (2004), this study was carried out by four systems. For each of them, the mentor and the PST carried out a joint activity during (i) the planning of the lesson, (i) the lesson, and (iii) the reflection after this lesson. These phases were supplemented by training dialogue which deliberately integrated the researchers’ presence, and an interview guide allowing actors to learn in detail their work. Self-confrontation data were also collected, which helped to formalize the practical reasoning of the actors during the training and to identify the teleology of the training and teaching actions carried out. The results show that the technological system allowed the teaching from the mentor of normative experiments located (NEL) by giving orders and/or showing by example. These teaching methods were associated with explanations deliberately given by the mentor which contributed to the development of the teaching subject. A double process of subject construction (Chaliès, 2012) has been documented, both on a dialogical and reflexive level in post-lesson training, as well as the implementation of actions set in the class. The results allowed (i) to discuss the traditional postulate of integrative alternance in the initial training of teachers, and (ii) to open perspectives to develop initial teacher training systems.

It has been widely discussed that current practices of preservice teacher education are still far away from utilizing contemporary methods and strategies in its curriculum practices in Turkey. Preservice teachers are not provided enough classroom experiences connecting theory to teaching practice. As a result of this, many senior teachers need further guidance and supervision to transfer their knowledge into school environments. In order to address this failure in bridging what is learned and practiced in preservice teacher education to that of real class happenings, an experimental study was conducted with the application of an alternative method namely video-case based instruction. This research study aimed to examine the differences between traditional lecture based instruction and video-case based instruction in terms of their effectiveness of presenting the content at &ldquo / Introduction to Teaching Profession Course&rdquo / delivered to the preservice teachers. Additionally, the study also aimed to evaluate the attitudes of students toward video-case based instruction to which they were exposed. In this study, video-case based instruction and lecture based instruction were applied in three sessions of application and they were compared in terms of delivering the course content. Data were collected from two sections of EDS 119 Course during 2005-2006 fall semester by administrating pretests, posttests, questionnaires and interviews. Data analysis was carried out through both quantitative and qualitative analysis techniques. Results demonstrated that video-case based instruction demonstrated achievement of course content and support significant difference overall between video-case based instruction and lecture based instruction in content achievement. The participants of the study reported positive attitudes towards video-case based instruction both for its current application and future uses. The results revealed that using video-case based methods in preservice teacher education programs may be a viable alternative for allowing students connect real teaching practices with what they learn in their pedagogy courses.

The aim of the study was to investigate the dynamics of two online communities of practice (oCoP) for preservice teachers. The research process encompassed three main phases. Phase 1 was related to the design and development of online environment. By the help of existing literature and a pilot study, a portal which is called as &ldquo / Professional Development Circle (PDC)&rdquo / was developed. In Phase-2, 28 preservice teachers from three different universities participated to an online course as a part of an undergraduate course. During the term, they discussed on different video cases which were recorded in real classroom environments and produced new lesson plans for these lessons in the light of given suggestions. In the third phase, the same preservice teachers got involved in a different online environment without any grading motivation in the Phase 2. They discussed on some hot topics in mathematics teaching with other preservice teachers, academicians and experienced teachers. This research study was mainly a qualitative study. Two cases of the study were two oCoP which included mandatory or voluntary participation of preservice teachers to discussions. The data were collected through written reflection reports, observations and interviews. In addition, private e-mail exchange with participants and discussion list message history were rich data sources. The data were analyzed according to qualitative data analysis techniques. The design principles and findings of this research study were discussed in the frame of Activity Theory. This study revealed outcomes of two online communities of practice environments in preservice teacher education. In addition, motivators and barriers to be active in oCoP environments were discussed. Some of the motivators were getting more responsibility, self confidance, sociable personality, altruism, sincerity in the environment, and quality of materials while some of the barriers were not wanting to enter a fight, lack of time, the idea &ldquo / max benefit minimum effort&rdquo / , feeling availability of others, and Internet access and computer availability.

This study explores the influence of mentor teachers in the meanings and practices that two elementary preservice teachers adopted about eliciting and using student ideas, while learning to teach science in the university science methods course and in the field placement classroom. Prior research on teacher development has shown that the high-leverage practice of eliciting and using student ideas can support preservice teachers in thinking about common problems of practice. I used four core problems of practice to examine the meanings and practices that preservice teachers adopted in eliciting and using student ideas as they planned, enacted and reflected on methods course assignments in the field placement classroom. Using sociocultural and situative perspectives on learning, I identified two factors that influenced the sense that preservice teachers constructed and the practices that they adopted about eliciting and using student ideas. These factors were mentor teacher's perspectives on learning and goals for student learning. I also examined three mechanisms by which mentor teacher's perspectives and goals influenced preservice teacher meanings and practices about eliciting and using student ideas in instruction, including mentor teacher's classroom practice, the nature and foci of mentor teacher and preservice teacher conversations and mentor teacher's use of preservice teachers' ideas in their conversations about instruction. The results suggest that preservice teachers come to make sense of and use student ideas in their instruction in ways that closely align with those of their mentors. They also indicate that preservice teachers' integration of experiences from different learning-to-teach contexts in making sense of student ideas may be related to the degree of alignment between mentor teachers' perspectives and goals and the perspectives and goals of the science methods course.

Linha de pesquisa: Curr?culos, Avalia??o, Pr?ticas Pedag?gicas e Forma??o de Professores. / Na Capa, Folha de Rosto e Ficha Catalogr?fica do trabalho, constam o t?tulo: "Um estudo da identidade docente de licenciandos em Matem?tica da Unimontes". / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-23T22:28:07Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) marineide_almeida_rocha.pdf: 1622461 bytes, checksum: 5dafcb0275c404ba24bdcf413885c35f (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-10-04T19:19:01Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) marineide_almeida_rocha.pdf: 1622461 bytes, checksum: 5dafcb0275c404ba24bdcf413885c35f (MD5) / Made available in DSpace on 2018-10-04T19:19:01Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) marineide_almeida_rocha.pdf: 1622461 bytes, checksum: 5dafcb0275c404ba24bdcf413885c35f (MD5) Previous issue date: 2017 / As quest?es que envolvem a profiss?o docente t?m se tornado cada vez mais presentes nos debates e f?runs educacionais, no cen?rio nacional e internacional, dada a necessidade de melhoria na qualidade do ensino, o que requer bons professores. Diante de reflex?es e de questionamentos sobre o tipo de forma??o adequada para o futuro professor, mediante a complexidade do trabalho docente na contemporaneidade, ? que surgiu o interesse pelo presente trabalho. O objetivo geral desta investiga??o foi desvelar ind?cios de constitui??o da identidade docente de licenciandos do Curso de Licenciatura em Matem?tica da Universidade Estadual de Montes Claros (Unimontes/Campus Montes Claros), tendo como objetivos espec?ficos: a) evidenciar as marcas de trajet?rias de forma??o e ind?cios de constitui??o de identidade profissional docente apresentados pelos sujeitos em forma??o em suas hist?rias de vida; e b) identificar os aspectos que os mesmos explicitam serem fundamentais para a forma??o docente, a partir das experi?ncias de forma??o proporcionadas pelo curso de Licenciatura em Matem?tica da Unimontes. O estudo utilizou como instrumento de produ??o e an?lise de dados as hist?rias de vida de oito licenciandos em Matem?tica da Unimontes, as quais foram obtidas por meio de memoriais de forma??o e complementadas por entrevistas semiestruturadas. Os dados analisados foram organizados em duas categorias: a) trajet?ria de forma??o anterior ao ingresso na licenciatura e b) trajet?ria de forma??o na licenciatura. Os dados evidenciam que o processo de constitui??o da identidade docente sofre influ?ncias m?ltiplas, que se inter-relacionam e apresentam-se de diversas formas, como elementos de uma hist?ria de vida, como acontecimentos ao longo de um percurso de vida e que configuram a representa??o que o professor tem de si pr?prio e de sua profiss?o. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / Considering the need to improve teaching quality, which requires good teachers, the issues related to teaching profession have become increasingly present at educational debates and forums in the national and international scenarios. In face of the reflections and questions about the appropriate education for the future teacher, through the complexity of the contemporary teaching work, the interest for this research theme has arisen. The aim of the investigation was to analyze the identity evidence of the undergraduate teaching students from the Prospective Mathematics Teacher Education Course offered by the Universidade Federal de Montes Claros (Unimontes) at Montes Claros Campus. The specific aims were: a) to highlight the evidence of the constitution of the teaching professional identity presented by the subjects in their life histories, and b) to identify the aspects that these subjects make explicit as being are fundamental for teacher education, based on the education experiences provided by the curricular proposal of the course Teaching mathematics education of the Unimontes. The study used as an instrumento of production and data analysys of life histories of eight Mathematics graduates, which were obtained through education memorial and complemented by semi structured interviews. Data analyzes were organized into two categories: a) trajectory of prior prospective teacher education and b) trajectory of the prospective teacher education. The data show that the process of constitution of the teacher identity suffers multiple influences, which are interrelated and presented in different ways, such as elements of a life history, as events along a life course and that configure the representation that the teacher has of himself and his profession.

In recent years there has been growing enthusiasm among researchers for the promotion of online learning communities designed to support professional learning in preservice teacher education. The primary purpose of this qualitative study is to explore the role of such an online community in supporting student teacher learning during the school placement in a Chinese Normal University, and hence to enrich the understanding of student teachers’ learning experiences in an online ecology. The study’s subjects included a cohort of 42 student teachers enrolled on a four-year preservice teacher education programme, along with two university supervisors at one of China’s teacher-training universities. Primary data were collected from six weeks of online threaded discussions and from semi-structured group interviews. Supplementary data were taken from an end-of-school-placement evaluation and web-tracking logs. Data analysis has been informed and illuminated by the theoretical proposition of communities of practice. The findings of the study indicate that the online learning community is a valuable resource for supporting student teachers both personally and professionally. Findings suggest that online communication not only helps student teachers tackle immediate teaching concerns and technical problems, but, more importantly, provides them with opportunities to reflect collectively, to co-construct new teaching ideas, and to gain professional discourse competence through articulating and negotiating their evolving thoughts on teaching as a profession. In this regard, student teachers are found to be more comfortable with online self-disclosure of their personal and professional encounters and critiquing each other than they are with face-to-face communication. The research also shows that university supervisors experience mixed feelings about the fact that student teachers are more able to take ownership of their learning and therefore become less dependent on supervisor guidance as time wears on. Furthermore, these findings provide evidence suggestive of a possibly reciprocal relationship between Chinese view of learning and the building of online learning communities. Based on the results of the study, I provide recommendations as to how the significance of the school placement can be reinforced in fostering distributed student teachers’ professional growth. The results also contribute to a better understanding of the key factors in the design and implementation of effective online learning communities within preservice teacher education in China. Finally, the analytical approach used in this study provides fresh methodological insight into an alternative means of analysing online postings. It thus contributes both to the theorisation of learning communities in the context of computer-mediated communication, and to the further development of concepts drawn from the communities of practice literature.

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