It has been widely accepted that history education is key in the formation of identity by providing groups with knowledge and understanding of their common past. Historical consciousness is, thus, formed through the transmission of history education. In the context of collective victimhood, official and unofficial historical narratives in this research became the tools for the transgenerational transmission of collective victimisation, resulting in a victim-based identity. The formation of identity which is based on either official or unofficial history is believed to lead to a double-consciousness, where the historical consciousness created through official history interacts with a sense of collective victimhood. This qualitative case study had the dual purpose of conceptualising and understanding pre-service teachers’ sense of collective victimhood as a historical consciousness that indicated a specific social identity. Data for this study was obtained using an open-ended question from an electronic survey distributed in 2018 as part of an existing project. A total of 138 narrative responses from the purposively sampled first-year education students at the University of Pretoria in 2018 was analysed using critical qualitative content analysis. Findings from the data analysis conceptualised three social identities, namely South Africanness, rainbowism and Black victimhood. Of these three social identities, the historical consciousness presented through the use of historical thinking skills was different in the way that group-based effects manifested in the narrative responses. The historical consciousness contained within South Africanness manifested in attitudes of civic responsibility and justice. Rainbowism and Black victimhood presented a sense of collective victimhood through hostility and injustice, where rainbowism’s sense of collective victimhood was influenced by colour-blind ideology. Historical-thinking concepts were selectively used in the victim-based identities of rainbowism and Black victimhood, suggesting the presence of a double-consciousness. The findings from this study contributed to the broader field of history education and collective victimhood respectively in its understanding and conceptualisation of a pre-service teachers’ sense of collective victimhood as historical consciousness indicative of specific social identities. / Dissertation (MEd)--University of Pretoria 2020. / pt2021 / Humanities Education / MEd / Unrestricted

Schools are increasingly challenged to respond to educational initiatives, implement accountability measures, and incorporate standards-driven curriculum changes introduced by laws such as the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. IDEIA signified a shift in the field of education and intensified practitioners’ concerns about the identification and instruction of students with learning disabilities (LD). The revisions to IDEIA proposed alternative models for the evaluation and identification of students with LD, such as response to intervention (RTI). RTI is an educational framework that supports students at-risk for academic failure by focusing on preventative measures. As teachers’ roles evolve in response to innovations such as RTI, teacher preparation programs must adjust their focus and curriculum accordingly. A parallel mixed-methods design was used to explore 100 general education pre-service teachers’ levels of concern regarding the implementation of RTI based on the concerns based adoption model. The sample for the study integrated general education pre-service teachers enrolled in professional development schools (PDS) at two levels of candidacy, PDS1 and PDS2. Data collected was analyzed utilizing canonical correlation analysis (CCA), multivariate analysis of variance (MANOVA), descriptive statistics, and thematic analysis. Results explain general education pre-service teachers’ levels of knowledge had a negative relationship with the levels of concern, as these appeared to be higher due to teacher candidates’ lack of knowledge. Qualitative findings supported this statement. Contributions to the literature are presented and may guide teacher preparation programs as they assess the readiness of their pre-service teachers to effectively implement RTI.

The importance of global education cannot be overstated in modern American society. A crucial first step to promoting global perspectives in the K-12 classroom is to ensure that the teachers have developed their own global perspectives. Multiple global education frameworks have suggested that two keys to globalizing teacher education curricula are the integration of global content courses and participation in co-curricular cross-cultural experiences. Therefore, this study sought to determine the extent to which global content courses and co-curricular cross-cultural experiences had been integrated into the teacher preparation of pre-service teachers in multiple certification areas at a large public university in Florida, as well as the effects of that integration on the global perspectives of pre-service teachers. The questionnaire used in this study was the Global Perspectives Inventory (GPI) which was designed by Braskamp, Merrill, Braskamp, and Engberg (2012). The GPI was designed to measure individuals' development of global perspectives along three interrelated domains: cognitive, intrapersonal, and interpersonal. This study examined the extent to which pre-service teachers in different certification areas reported participating in global content courses and co-curricular cross-cultural experiences and the effects on their global perspectives. Significant differences in the rate of participation were found in pre-service teachers in one of seven types of global content courses examined, but in none of the eleven types of co-curricular cross-cultural experiences examined. The results of this investigation also confirmed that higher rates of participation in both global content courses and co-curricular cross-cultural experiences have a significant positive relationship with pre-service teachers' global perspectives.

The intent of thesis is to explore pre-service teachers' perceptions of using a form of professional development to promote teacher autonomy. Current evidence shows that autonomy is a recurring element desired by American teachers in their profession. However, research advocates for teachers who are initiating and carrying out research in their schools (as a form of professional development) to have the potential to promote autonomy. For American teachers to gain a sense of autonomy in their profession there needs to be a change in the way professional development is directed. One form of professional development that promotes teachers as researchers is Lesson Study. Teachers who participate in lesson study are given the opportunity to research, collaborate, and learn. A sample population of five Pre-service teachers were interviewed to discover their perceptions of using Lesson Study as a means to promote teacher autonomy. The results of this thesis are that lesson study was regarded, by three out of five of the participants, as an effective way to strengthen teacher autonomy. The implications of the results are discussed, and the descriptions and implications of Lesson Study are provided.

The purpose of this study was to identify preservice teachers’ perceptions of the at-risk student and their perceptions toward their educational preparation to effectively teach the at-risk student. A ten-question survey was conducted to gain insight on 15 preservice teachers’ perceptions of the at-risk student. The results showed that 100% of the preservice teachers believe at-risk students could learn, but then were dissatisfied with the training that the teacher preparation program at the university has provided them. These findings suggest the importance of conducting further research on preservice teachers’ preparation programs. Preservice teachers’ ability to effectively teach the at-risk student can have a lasting impact on these students and their success in the future.

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Our goal in the Master of Arts in Teaching Program at East Tennessee State University is to prepare effective teachers who will bring out the potential of their future students. This is difficult when teacher candidates themselves are under such stress that it affects their performance and professional motivation. Mindfulness, emerging as a powerful factor in increasing learning and focus, is introduced in EDFN 5420. The focus of this course is to build relationships and community among participating students, a relevant factor for retention and completion in college. Thirty years ago, mindfulness-based stress reduction (MBSR) was shown to reduce psychological and physical stress-related symptoms. (Robins et al 2011; Greenland 2010, pg 23) More recently, a few other studies explained the purpose of mindfulness-based programs for pre-service teachers and novice teachers to ease stress and reduce burnout. (Hue and Lau 2015; Roeser et al 2013; Gavish and Friedman 2010; Friedman 2000).

The influences of the background experiences of five pre-service Science teachers on their beliefs about diversity were the focus for this study. These individuals were followed throughout their teacher preparation program. The data for this study consisted of interviews, conducted before and after entering the field. Data also consisted of any relevant written assignments. The data for this study were analyzed according to emerging themes, depicting initial beliefs and any changes in the beliefs occurring over time. The results of this study were organized into vignettes, telling each story from before and after the students entered the program. Three themes emerged from an analysis and interpretation of the vignettes: (1) Early life experiences shaped the pre-service teachers' sense of identity and influenced their beliefs on diversity, (2) Experiences with diversity influenced pre-service teachers' philosophy of teaching, and (3) Experiences with diversity during the teacher preparation program challenged or confirmed pre-service teachers' preexisting beliefs. The implications from this study suggest that pre-service teachers need challenging experiences in diverse classroom settings that will promote an expansion of their beliefs, enabling them to cross cultural borders. / Ph. D.

The active learning assignment, Pink Time, provides an opportunity to experience and reflect upon learning that may both benefit individuals and contribute to high-quality teaching. Previous studies have found that Pink Time supports university students' motivation and comprehension of the learning process (Baird et al., 2020, Baird et al., 2015). The present study examined the impact of an active learning assignment, Pink Time, on pre-service elementary teachers' motivated-related perceptions. A multiple method approach offers an understanding of the extent to which Pink Time influences the three psychological needs that are a part of Self-Determination Theory (SDT). This theory provides a framework to examine three key components of motivation: autonomy, competence, and relatedness. A sample of 28 pre-service teachers participated in two Pink Time iterations over two different courses. Quantitative data was collected through 21 responses on the MUSIC Model of Academic Inventory (Jones, 2012, 2020) with open-ended response questions to perceptions related to empowerment (autonomy), usefulness, success (competence), interest, and caring (relatedness). Qualitative data was collected using five interviews, four group discussions, and 21 responses to the open-ended survey questions on the MUSIC Model Inventory. The findings imply that Pink Time is a useful tool to support pre-service teachers' perception of motivation in areas of empowerment, usefulness, success, interest, and caring. Implications of this study include contributions to classroom assignments in teacher education programs that support motivation which results in high-quality teachers. Pink Time may also be used in the PK-12 setting for both students and teachers. Supporting PK-12 students in pursuing interests and increasing motivation is pertinent to academic success. Educational leaders could offer teachers professional development opportunities through Pink Time where teachers seek out their interests to support their own professional growth and uniquely contribute to school-level outcomes such as inclusive learning environments, effective online/virtual learning, and wellness. / Doctor of Philosophy / This study was used to understand how pre-service teachers perceive motivation through an active learning assignment called Pink Time. Pre-service teachers participated in two Pink Time assignments by skipping class and learning about a self-selected topic related to education. During the next class session, the pre-service teachers presented what they had learned through the assignment and about themselves as learners. After the presentations were completed, the researcher facilitated a discussion with motivation-related questions. After completing the second Pink Time assignment, pre-service teachers were given a survey that included open-ended questions. Five interviews were conducted after the two Pink Time assignments were completed. Analysis from the interviews, group discussions, and answers on the open-ended items suggested that pre-service teachers described their motivation-related perceptions of Pink Time with three overall themes: influencers of motivation, outcomes of Pink Time, and reactions toward Pink Time. This study showed that Pink Time supported pre-service teachers' motivation related to empowerment, usefulness, success, interest, and caring. Implications of this study can lead to teacher educator programs using Pink Time to support pre-service teachers' motivation. Implications are discussed for the PK-12 school setting as PK-12 teachers can support their students' motivation by allowing young learners to choose topics of interest to learn.