The purpose of this study was to gain insight into the characteristics of student-teacher interactions between Korean EFL preservice teachers and elementary school students during online exchanges and of the preservice teachers’ overall impressions and perceptions of teaching English to elementary school students and interacting with them online. The participants in this study were 31 Korean preservice elementary school teachers and 10 Korean elementary school students who were learning English as a foreign language. Ten groups with an average of three preservice teachers were paired with one child partner per group and engaged in one-on-one email exchanges, mostly using English, in discussing English books. Data came from multiple sources, including transcripts of the online exchanges between the preservice teachers and the child partner, preservice teachers’ collaborative dialogue scripts, their responses to questionnaires, their group reflection journals, individual final reflection papers, and researcher field notes. These data were analyzed using a combination of inductive and deductive data analysis methods. Through inductive analysis using the constant comparative analysis method (Glaser & Strauss, 1967; Lincoln & Guba, 1985), I derived themes that captured the experience of online interactions and the strategies that the preservice teachers used to maintain the exchange. Through deductive analysis, I identified groups that were more and less successful and described their experiences. Results indicated that the online exchanges with elementary students provided Korean EFL preservice teachers opportunities to practice teaching skills, as well as to develop close personal and social relationships with their child partners. Also, how the preservice teachers approached the exchanges and their specific online “actions” seemed to make a difference in their child partners’ responses, thereby yielding results in which some groups were more successful and others less successful. The preservice teachers reported that their participation in the project was beneficial for them as future elementary teachers of English and that they enjoyed interacting with their child partners online. Finally, the participation in the project appeared to have many benefits for the preservice teachers’ professional development, including newly-gained insights into the benefits of using technology as a valuable instructional tool in their future teaching practices as well as an increase in their confidence in using English to teach English to elementary students. / text

<p> The purpose of this exploratory case study is to identify, develop, and posit an aesthetically responsive curriculum theory as a praxis approach for preparing K-8 pre-service teachers in aesthetic literacy throughout their teacher education program. I explore two approaches in the literature that have thus far consisted of the (1) practitioner and (2) theorist models of arts-integration. In this study, these two approaches are fused together as a praxis to posit a solution to the problem of the arts being removed from the curriculum in times of budget cuts. From my analysis of the survey data from pre-service K-8 teachers (n = 37 in 2012; n = 34 in 2014) and my analysis of a broad selection of the literature in curriculum theory, aesthetics, and teacher education, I developed what I call archeophisomorphic (ArchPM) theory for a praxis model of arts-integration for social studies in particular. I designed an ArchPM-based curriculum product in the form of an illustrated book as an example to begin implementing a new aesthetic literacy through the integration of the arts into social studies and language literacy. Through this theory-driven practice of aesthetic literacy development, teacher educators may foster exploration of aesthetics as an applied philosophical inquiry in which its application is in the form of curriculum products for teaching aesthetic literacy.</p>

<p> This dissertation seeks to address the facilitation of difficult knowledges in the classroom. I employ constructs of poststructural feminism to critique rationalist-only frameworks that limit the forms of knowledge that "count" in the construction of knowledge. In response to these critiques, this dissertation constructs an alternative pedagogical framework from a psychoanalytic and poststructural feminist lens that emphasizes the bordered landscapes of the un/conscious. This approach is named Intimate Transgressive Pedagogy (ITP). Additionally, this dissertation introduces an empirical study that explored one semester of classroom teaching using Intimate Transgressive Pedagogy. Student and teacher experiences are analyzed through the theoretical concepts of ITP with a further discussion of the implications of the pedagogical concepts and empirical findings for multicultural teacher education.</p>

This conversation is an invitation to a research and artistic experience engaging in teaching and learning with sensitivity and consideration, and in the course of doing, revealing insights about the transformative processes of becoming-teacher in art education. Invoking the architecture of the contemporary triptych, this installation involves structural frames of arts research processes, practices and products, and iconographic frames of becoming-teacher as unfolding, unexpectedness and uncertainty. I explore how arts research opens possibilities through the act and art of sharing stories and visuals in a triptych which may be read sequentially, or out of order, as a relational experience, entering at any point across and/or within each panel. In doing arts research, I question: What insights are generated through the arts in a case study concerning the lived and learning experiences of women becoming-teachers? How does arts research inform research processes, practices and products? How do I theorize arts research as customary methodological ecotones? Based on this study, a number of key issues are illuminated concerning teacher education. The reconceptualization of teacher education in terms of health and well-being is critical. Emphasis on geographies of self and the evolution of situated knowledges as a means to negotiate becoming-teacher, along with notions of teacher as researcher and collaborative leadership in teacher education, provide a basis for active reform in teacher education. An emotional journey, complex and complicated, rich in artful expressions, this conversation moves between theoretical and methodological considerations and culminates in a series of realizations about becoming-teacher and arts research, honouring the knowledge creation of research partners, and my discoveries and realizations as an arts researcher, to make this expression of arts research an opportunity to share alternate perspectives within teaching culture.

This thesis is based on a case study of the predicament of new primary teachers in a time of rapid and multiple change. It examines the proposal that emerging teachers should be supported as intellectuals in responding to the inherited collision of education policy and practice within postmodernity. Action research methodology was employed to investigate a small scale attempt to support student teachers as intellectuals in their final period of the BEd. Some participants were followed into the first year of teaching, using an ethnographic and autoethnographic methodology to evaluate and elaborate the initial proposal. The study shows that emerging teachers could function as intellectuals but there was little political or professional support for this. In particular there were neglected elements in both preparation and induction periods concerning professional purpose, vocation and orientation. The study contributes to our understanding of the dilemmas of tutoring emerging teachers as intellectuals. It also contributes to our understanding of the predicament of new teachers, which is typified as caught between the rock of the state and the increasingly hard place of the school. In this situation clarity of ideals and beliefs are required, and personal and social strategies are needed to carry these through in the problematic contexts of both policy and practice. It is recommended that the imbalance of preparation and induction programmes is reconsidered in order to allow for these neglected elements. Finall y the study offers a cultural rationale for professional purpose and vocation based on principles of equality, quality, diversity and democracy.

This conversation is an invitation to a research and artistic experience engaging in teaching and learning with sensitivity and consideration, and in the course of doing, revealing insights about the transformative processes of becoming-teacher in art education. Invoking the architecture of the contemporary triptych, this installation involves structural frames of arts research processes, practices and products, and iconographic frames of becoming-teacher as unfolding, unexpectedness and uncertainty. I explore how arts research opens possibilities through the act and art of sharing stories and visuals in a triptych which may be read sequentially, or out of order, as a relational experience, entering at any point across and/or within each panel. In doing arts research, I question: What insights are generated through the arts in a case study concerning the lived and learning experiences of women becoming-teachers? How does arts research inform research processes, practices and products? How do I theorize arts research as customary methodological ecotones? Based on this study, a number of key issues are illuminated concerning teacher education. The reconceptualization of teacher education in terms of health and well-being is critical. Emphasis on geographies of self and the evolution of situated knowledges as a means to negotiate becoming-teacher, along with notions of teacher as researcher and collaborative leadership in teacher education, provide a basis for active reform in teacher education. An emotional journey, complex and complicated, rich in artful expressions, this conversation moves between theoretical and methodological considerations and culminates in a series of realizations about becoming-teacher and arts research, honouring the knowledge creation of research partners, and my discoveries and realizations as an arts researcher, to make this expression of arts research an opportunity to share alternate perspectives within teaching culture.

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This is a report of an investigation of aspects of preservice teachers� perceptions of teaching and learning English and mathematics and factors influencing them. The participants of the investigation were primary preservice teachers from two tertiary institutions of Victoria, one located inner city, and the other in a regional centre. Of the 349 participants, 163 were commencing and 186 were graduating from their degrees. Preservice teachers completed questionnaires indicating their intentions to use particular practices in their literacy and numeracy lessons. Thirty-one of the 349 surveyed voluntarily discussed key issues arising from the survey during semi-structured audiotaped sessions. Five lecturers responsible for the planning of the compulsory English and mathematics education units at both institutions were interviewed about the survey data and provided written documentation for their units as evidence of their coursework. Data analyses indicated that preservice teachers often considered practices equally appropriate for literacy and numeracy teaching and intended to use them in similar ways. It seemed that preservice teachers enter their degrees with strong opinions about teaching and learning based not only on their recollections of experiences as learners but also from more recent relevant experiences such as their dealings with children as babysitters, tutors, and classroom helpers. They also gained knowledge about teaching contexts from their informal but regular conversations with friends and family who teach. From the examination of the documentation for coursework and discussions with lecturers, it seemed that the content of the literacy and numeracy education units at the two institutions were similar. Overall, the data indicated that many of the preservice teachers� intentions were consistent with the intent of coursework especially when they described general teaching practices. However, in cases where practices were discipline-specific there were limited changes in preservice teachers� intentions even after completing their courses. The prospective teachers reported that they considered their recent salient experiences of teaching and their observations of teachers� practices in schools more influential than coursework.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Lora Cohen-Vegel, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Jan. 24, 2006). Document formatted into pages; contains xi, 147 pages. Includes bibliographical references.

abstract: Previous studies have shown that adequate content knowledge is a necessary, but not sufficient, requirement for affective teaching. While legislation requests teachers to be "highly qualified" in a subject area, such as physics, many teachers are frequently asked to teach in an area when they are not certified through a teaching license to do so. This study uses mixed methods to examine the knowledge of beginning physics teachers. Through semi-structured interviews, classroom observations, and concept maps, the pedagogical content knowledge, subject matter knowledge, and practices of three groups of beginning secondary physics teachers were explored. Data were analyzed qualitatively using cases and quantitatively using descriptive statistics and t-tests, the results of which were combined during the interpretation phase of the research process. The study indicated that, over the first two years of teaching, the in-field group of teachers showed stronger physics content knowledge, a consideration for student difficulties with physics topics, and a positive shift in pedagogical content knowledge impacted by working with students, as compared to the rest of the teachers in the study. This research has implications in the development of secondary physics teachers and in the field of physics education research. Specifically, this research has implications in the physics content support for beginning secondary science teachers, the novice/expert research in physics education research, and the pedagogical preparation of undergraduate students, graduate students, and faculty in physics. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2010