The purpose of this study was to collect from University of Arizona secondary education graduates information regarding first-year employment and retention, perceived professional preparedness, perceived effectiveness as first-year teachers, types and perceived effectiveness of district induction support, and interest in receiving induction support from the university in the first year of teaching. This information would shed light on the potential role of the university in providing inductive support to graduates. Eighty-three percent of respondents entered teaching, and 93% were still teaching at the time of the study. However, 35% either planned to leave or contemplated leaving the profession in the future. Many experienced challenging first-year assignments. For respondents in their first-year of teaching, the decision to remain in teaching was linked to perceptions of teaching effectiveness and the effectiveness of induction received. Graduates felt "somewhat prepared" to teach upon graduation, except for master's program graduates who felt significantly better prepared. They felt "somewhat effective" as first-year teachers. There was a positive correlation between perceived preparedness and first-year teaching effectiveness. Respondents recommended modifications to preservice programs, including more coursework in classroom management and planning, extended time in schools, and increased relevance of coursework. The quality of district inductive support varied tremendously, with many receiving insufficient support, particularly from rural or charter schools. The most common support included administrative observations and orientations. Far fewer were mentored, provided with professional training or support sessions, observed by staff development specialists, or given release time to observe others. Respondents felt their district induction was "not very effective." There was a positive correlation between perceived first-year teaching effectiveness and effectiveness of induction. Finally, 79% would have been interested in receiving assistance from the university during their first year, requesting training in classroom management, planning, and content-specific methods. They also recommended support sessions for new teachers, observations, and on-line support. It was concluded that the university could play a valuable role in providing inductive support to graduates.

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<p> The training and preparation of prospective teachers includes an important phase where the future teachers begin to make a transition from learner to teacher. During this time, prospective teachers begin to utilize the knowledge they have gained through coursework and life experience to begin teaching students of their own. During this time, assignments and activities that prospective teachers undergo become less about conveying personal knowledge to professors, being learners, and more about being able to effectively convey knowledge to others, being teachers. These initial experiences are valuable in the development of effective teachers. For many future teachers, these initial experiences occur during a phase in the university training called pre-student teaching. Pre-student teaching is a transitional phase between coursework and student teaching. At the school where this study was conducted, pre-student teaching takes place in two differing internship programs. In the more traditional program, pre-student teachers are placed in a K-12 classroom where they mostly observe the classroom teacher, but also participate in some teacher responsibilities, including a few experiences where they teach lessons to students. In the alternative program, pre-student teachers work with a partner pre-student teacher to instruct their own group of 12-year old students during a full-day Saturday extra-curricular program. To better understand the influence of these internship experiences on the prospective teacher's development, pre-student teachers from both programs were studied. The conceptual framework of Engagement, Capacity and Continuity, developed by Campbell, Jolly &amp; Perlman (2004), anchored this study. Interviews, observations, and written artifacts were utilized during this study to illuminate the pre-student teachers' transitional process.</p>

Much educational research has suggested that information and communication technologies (ICTs) promote constructivist classroom. In contrast, most teachers in actual classrooms continue to struggle with the pedagogical and practical challenges in using ICTs to facilitate student knowledge construction and collaboration. This dissertation presents a new approach to overcome problems with ICT integration in K-12 school education. The study examined a Grade 7 teacher’s constructivist instructional practices in a technology-rich mathematics classroom through a lens of cultural-historical activity theory (CHAT) and consisted of two phases: contradiction analysis and on-site intervention. Findings from the contradiction analysis indicated that it was not ICTs per-se that made contradictions in the ICT-supported constructivist activity; rather it was the changed nature of the class activity system due to the introduction of ICTs that called for systemic adjustment of classroom practices as a whole. Based on the identified contradictions, on-site intervention was designed and implemented. It focused on transforming an ill-formed activity system of the current instructional practices of the participant teacher into a well-formed one, where all the interwoven components and mediators, such as rules of interaction, division of labor, and the use of tools, adequately support activities that members carry out. Results indicated that the intervention and the modified unit played a large role in resolving the identified contradictions in the participant teacher’s instructional practices and restructuring his existing pure-discovery mode of instruction into new practices, a guided discovery mode of instruction. The intervened instructional practices helped students establish a more effective division of labor, which led to more successful learning outcomes than those prior to the intervention. A new role of researchers is suggested to lessen a gap between theory and practice / Une grande part de la recherche en éducation semble indiquer que les technologies de la communication et de l’information (TIC) encouragent l’essor de la salle de classe constructiviste. En revanche, la plupart des professeurs sur le terrain font toujours face à des défis pédagogiques et pratiques lorsqu’ils utilisent les TIC pour faciliter la collaboration et la construction du savoir des étudiants. Cette dissertation présente une nouvelle approche visant à surmonter les problèmes d’intégration des TIC dans l’éducation scolaire de la maternelle à la 12ème année. De la perspective de la théorie culturelle-historique de l'activité, cette étude examine les méthodes d’enseignement constructivistes d’un professeur de 7ème année dans une classe de mathématiques riche en technologies. L’étude comporte deux phases : l’analyse des contradictions et l’intervention sur le terrain. Les résultats de l’analyse des contradictions ont indiqué que ce n’était pas les TIC en tant que telles qui généraient des contradictions dans une activité constructiviste soutenu par les TIC. Plutôt, c’est le changement de nature du système d’activité en classe dû à l’introduction des TIC qui exige des changements systémiques dans les pratiques d’enseignement. L’intervention sur le terrain a été conçue et mise en application à partir des contradictions identifiées. Elle visait à transformer un système d’activité mal conçu issu des méthodes d’enseignement habituelles du professeur participant en un système bien conçu, où tous les constituants et les médiateurs entrecroisés, comme les règles d’interaction, la division des tâches et l’utilisation des outils, appuyaient adéquatement les activités des membres. Les résultats ont indiqué que l’intervention et l’unité modifiée ont joué un rôle important dans la résolution des contradictions identifiées dans les méthodes d’enseignement du professe

Non-francophone teachers of French as a second or additional language (FSL) often struggle with overwhelming oral anxiety, consequent low self-confidence, and workplace marginalisation. Core French or Basic French teachers, in particular, and their subjects have been undervalued (Carr, 2007; Lapkin, McFarlane, & Vandergrift, 2006; Richards, 2002). Moreover, recent national FSL research points to challenges in the areas of teacher attrition, lack of methodological and /or linguistic preparation, and lack of professional development opportunities in the FSL context (Karsenti, 2008; Salvatori, 2007). In this dissertation, I present the findings of my qualitative research study, which examined the conditions and experiences of non-francophone FSL teachers in Manitoba. To do so, I looked at the teachers' relationship with French and how French oral competency and oral language communicative confidence are intertwined to foster the teachers' sense of agency. The theoretical orientations underpinning this study draw from socio-constructivism (Bruner, 1985, 1990; Vygotsky, 1978), Feminist Standpoint theory (De Vault, 1999; Lather, 1991), Bakhtinian dialogism (Vitanova, 2005), and Institutional Ethnography (Smith, 1987, 2005). The lens I used to understand and interpret the voices and self-perceptions of the teachers is Process Drama, delivered in the form of professional development workshops. Process Drama (Heathcote, 1991) consists of thematically based improvisations, which are used to explore a topic and, at the same time, to invite self-exploration. It possesses unique characteristics, and has been successfully used in the second and foreign language classroom (Dicks & Le Blanc, 2009; Kao & O'Neill, 1998; Liu, 2002; Marshke, 2005). My particular focus, however, was on the Manitoba FSL teacher as a student, rather than as a teacher of language. Findings from this study indicate reduced oral anxiety as related to French language competency, reduced “performance / Les enseignantes et enseignants non-francophones du français langue seconde et additionnelle (FL2) se trouvent parfois aux prises avec l'anxiété orale, le manque d'estime de soi et la marginalisation au travail. En particulier, les enseignants du Français de base sont souvent sous-valorisés par rapport à la matière enseignée (Richards, 2002 ; Lapkin, McFarlane & Vandergrift, 2006 ; Carr, 2007). Des sondages et des études récentes à l'échelle nationale indiquent des défis dans le domaine de l'attrition professionnelle, du manque de préparation méthodologique et/ou linguistique, et de la pénurie d'occasions de perfectionnement professionnel dans le contexte du FL2 (Salvatori, 2007 ; Karsenti, 2008). Ce mémoire de thèse présente les résultats de mon étude qualitative où j'ai examiné les conditions et les expériences des enseignants non-francophones du FL2 au Manitoba. Je me suis concentrée sur la relation entre l'enseignant et la langue française et comment la compétence orale et la confiance communicative se combinent pour construire l'identité linguistique et l'agentivité du locuteur non-natif. À la base de cette étude, mes orientations théoriques proviennent du socio-constructivisme (Vygotsky, 1978 ; Bruner, 1985, 1990), de la théorie de « Feminist Standpoint » (De Vault, 1999; Lather, 1991), du dialogisme bakhtinien (Vitanova, 2005) et de l'ethnographie institutionnelle (Smith, 1987, 2005). Les voix et les perceptions des enseignants-participants de cette étude sont interprétées sous l'optique du Process Drama. Le Process Drama (Heathcote, 1991) consiste en épisodes thématiques improvisés où les participants explorent un sujet et s'explorent parallèlement. Le Process Drama possède des caractéristiques uniques qui font l'objet de recherche dans des classes de langue seconde et de langue étrangère (Dicks & Le Blanc, 2009 ; Kao & O'Neill, 1998 ; Liu, 2002; Marshke, 2005 ). Mon intérêt, cependant, porte sur l'e

Bullying is a serious issue faced by teachers on a regular basis in schools. Governments are instating antibullying legislations to try to curb bullying in schools. However, teachers may not be equipped to effectively recognize bullying, let alone deal with it successfully. This research examines the legal responsibilities of teachers and what barriers may be present that prevent teachers from meeting their obligations. It also investigates what resources and supports are necessary to ensure teachers are best equipped to successfully deal with bullying in their schools and classrooms. / L'intimidation est un problème grave qui confronte les enseignants régulièrement dans les écoles. Les gouvernements adoptent des législations contre l'intimidation pour tenter de l'endiguer dans les écoles. Toutefois, les enseignants ne sont pas nécessairement équipés pour reconnaître effectivement l'intimidation, et encore moins y faire face avec succès. Cette recherche examine les responsabilités légales des enseignants et quels obstacles peuvent être présents qui empêchent les enseignants de s'acquitter de leurs obligations. Elle enquête également sur les ressources et les soutiens nécessaires pour s'assurer que les enseignants sont les mieux équipés pour traiter avec succès l'intimidation dans les écoles et dans les classes.

<p> Teachers experience significant amounts of stress that can lead to burnout or attrition (Milhans, 2008). Creating time and space to engage in self-reflection helps teachers to reduce stress (Chang, 2009; Nollett, 2009). Courage to Teach was developed in 1994 by Parker Palmer and the Fetzer Institute in response to an identified need for developing the inner lives of teachers (Center for Courage and Renewal, 2008; Palmer, 1992) by encouraging self-reflection. This qualitative multiple case study focuses on the perceived effects of self-reflective practices learned at Courage to Teach retreats on levels of stress, classroom practices, and student engagement. Interview data and journal entries collected from nine female teachers participating in at least one of two Northern California retreat series from 2008 to 2011 indicates that engaging in the following self-reflective practices reduces stress levels: joumaling, deep listening and using silence, poetry, art, walking, and Clearness Committees. Additional data sources included Maslach Burnout Inventories&mdash;Educators Survey and documents obtained from the Center for Courage and Renewal. Teachers indicated that after participating in the retreats, they were more patient in the classroom and experienced a willingness and desire to present more engaging lessons. Suggestions for additional research include examination of Courage to Teach retreat cohorts in other locations, collecting data from male retreat participants, conducting a longitudinal study collecting data a priori, posteriori, and throughout the retreats, and focusing on a population using Palmer's ( 1994) <i>Courage to Teach</i> in a book group. </p>

<p> Students diagnosed with disabilities are increasingly educated in inclusive settings. Despite this shift, general education teachers typically do not receive adequate preparation for working with these populations. Such deficiencies in preparation have lasting negative consequences for students with disabilities, particularly with regard to education and employment outcomes.</p><p> Universal Design for Learning (UDL) is an approach to curriculum development and instruction that is targeted toward providing all students, regardless of any distinguishing characteristic, with an opportunity to learn. As such, UDL appears particularly well suited for inclusive settings. An emerging body of research suggests that UDL-based instruction fosters improved learning outcomes for students with and without disabilities. Recent federal education policies, particularly the <i>Higher Education Opportunity Act of 2008,</i> have encouraged general education teacher preparation programs to provide instruction on UDL.</p><p> The purpose of this study is to examine the extent to which faculty members of college and university-based teacher preparation programs perceive that the instruction of UDL has been incorporated into their general education teacher preparation courses. Areas of the framework that are typically taught by faculty members, as well as barriers to the incorporation of the framework, are also examined. An online survey was administered to general education faculty of programs that were recipients of <i>Teacher Quality Partnership Grants for Pre-Baccalaureate Preparation of Teachers</i> (TQP grants). These grants are awarded to programs that are expected to prepare educators to understand teaching research and practices that are consistent with the UDL framework. </p><p> The data collected indicate that UDL is being taught in a wider range of programs and states than previously documented. However, the depth of this penetration appears limited; the survey results suggest that awareness and instruction of the framework were modest for programs with TQP grants. Among faculty who do teach UDL, nearly all address all three UDL principles. At least two-thirds provide instruction on seven of the nine associated guidelines. Several barriers to instruction were identified, including a lack of awareness and&mdash;among those aware of it&mdash;insufficient knowledge of the framework. Recommendations for future research are also discussed.</p>

<p> The Indonesia Open University (Universitas Terbuka or UT) face-to-face tutoring program for in-service teacher training is intended to improve teacher trainees' course completion rates. The university has attempted to intensify trainees' motivation to participate in the tutoring by increasing the contribution of tutorial performance to the final course grade. Very few studies have been conducted to find evidence that the tutoring program is positively associated with the learning outcomes of the trainees. The purpose of the study is to evaluate the fidelity and quality of the implementation of the tutoring program, assessing the effect of success in the program on students' results in the final course examination, and estimating the relationship of key tutor characteristics with these outcomes. </p><p> This study employed both quantitative and qualitative approaches. Information on program implementation was largely observational or interview-based and data on program results consists of the teacher trainees' test scores on tutorial and final examination. Finally, overall joint analysis of these bodies of data is undertaken on the basis of the results of telephone interviews with the key stakeholders and their interpretation of the quantitative data. The study was conducted at the UT regional center of Serang involving teacher trainees, tutors, and the center administrators as interviewees and four sample courses related to Social Sciences, Mathematics, Sciences and Indonesian. </p><p> Findings of the study suggested that the center has implemented the tutoring program with relatively high fidelity. However, these results were not strongly associated with trainee achievement on the final exams, in other words the quality of the tutoring program was low. There is a substantial difference between the average of trainees' tutorial scores and that of the final examination results. The correlation between the trainees' tutorial results and their final exam scores is very small but positive and significant in overall sampled courses. Partial correlation analysis between tutors' specific characteristics shows that the association of trainees' tutorial scores and final exam results is significant in the group of trainees guided by tutors holding a Master's degree and in those instructed by university affiliated tutors. The mean difference analysis between groups defined by tutor characteristics showed that the trainees guided by tutors with a Master's degree did substantially and significantly better than those instructed by tutors with only a Bachelor's degree, but there is no significant difference between the groups defined by tutors' professional affiliations. </p><p> The local key stake holders interpreted that different characteristics and scoring systems between both assessments may contribute to the weak correlation between tutorial score and final exam results. Tutors and the Center Administrator added that lack of trainees' preparation and poor reading habits may be factors correlated to the trainees' low average on the final exam. There is an indication that the heavy weighting of the tutorial's as part of the final grade contributes to the trainees less intensive preparation for the final exam. Interpreting the impact of tutors' specific characteristics on trainees' final exam achievement, almost all interviewees agreed that tutors with a Master's degree have better knowledge and teaching experience. The trainees were not concerned with their tutor's professional affiliation as long as the tutors had mastery of the course contents, good teaching methods, and could motivate trainees to study. The center administrator expressed that no significant impact of tutors hired from the university and those recruited amongst secondary school teachers was a result of strict recruitment and continuous tutor performance monitoring and evaluation. </p><p> Based on the findings, I recommend that UT revisit the proportional contribution of the tutorial score to the trainee's final grade. I also recommended that in hiring new tutors, candidate with a Master's degree educational level or higher should be given priority. Recruiting tutors amongst secondary school teachers should continue as long as continuous and rigorous selection and performance evaluations are conducted.</p>

In education, 'gender' is consistently operationalized as a body of 'common sense' knowledge that can be freely invoked in an explanatory fashion. This study names such knowledge practices as artefacts of gender-normative privilege and links 'how' knowledge of gender conveyed by teacher education programs (TEP) to the hegemonic normalization of gender in schools. This transformative mixed methods study of 'gender content' in the curriculum of the TEP at McGill University incorporated both quantitative and qualitative analyses of data gathered from all available course outlines across the time sample (2001-2008). Findings included a general scarcity of gender content and genderist trends in course design practices. The meta-inference linking both strands was that there is gender content in the curriculum, but not with particular regard to education and what educators 'need to know' about gender. The concluding chapter examines the epistemological implications of gender as 'how' knowledge when conveyed by teacher education, recommending that both teacher educators and preservice teachers self-situate as gendered subjects in order to locate their gendered self-knowledge as contingent, not universal. / Dans l'éducation, 'le genre' est systématiquement mobilisé comme un corps de connaissance 'de sens commun' qui peut être librement invoquée. Ce projet appelle de telles pratiques de connaissance comme les objets de privilège 'gender-normative' et lie la connaissance 'comment faire' par rapport au genre transmise par les programmes d'éducation d'enseignant (TEP) à la normalisation de genre dans les écoles. Cette étude transformationnelle de méthodes mélangées de 'contenu du genre' dans le programme d'études du TEP à l'Université McGill a incorporé analyses tant quantitatives que qualitatives de données cueillies de tous les plans de cours disponibles entre 2001 et 2008. Les conclusions ont inclus une rareté de contenu de genre et de tendances 'genderistes' dans les pratiques de design de cours. La meta-inférence reliant les deux fils était qu'il y a le contenu du genre dans le programme d'études, mais pas avec l'égard particulier à l'éducation et que les éducateurs 'doivent savoir' du genre. Le chapitre terminant examine les implications épistémologiques de la connaissance 'comment faire' par rapport au genre quand transmise par l'éducation d'enseignant, en recommandant que tant les éducateurs d'enseignant que les enseignants de préservice identifient leur connaissance de soi 'gendered' comme une connaissance contingente et non-universelle.