For decades, researchers have noted that the representation of women within the social studies curriculum and historical narratives has seriously neglected meaningful contributions made by women (Crocco, 1997; Lerner, 1975, 1977, 1979, 1993, 2004; Minnich, 1990; Noddings, 2001; Sincero & Woyshner, 2003). When women have received acknowledgement within traditional history, or the “great men” of history approach (Goldberg, Brattin, & Engel, 1993), it has mostly occurred in relationship to how men define women which leads to an unknowing acceptance of a dominant patriarchal tradition of knowledge and understanding (Minnich, 1990). Using a liberal feminist perspective, this interpretive inquiry examined the decision-making processes of one experienced social studies teacher as she attempted to integrate women into a high school United States history curriculum. The initial guiding question for this study was: How does a teacher intentionally include women in meaningful contexts in a high school U.S. history class? Additional sub-questions relevant to this study were: (1) How does a teacher decide the historical contexts in which women are to be included or not included? (2) What specific challenges does the teacher face when working to implement women into the U.S. history curriculum? (3) What positive factors have shaped the teacher’s abilities or willingness to integrate women into the curriculum? Data sources included interviews, observations, field notes, the participant’s journal reflections, and other documents used during lessons. Data analysis occurred by using a constant comparative method (Glaser & Strauss, 1967) to document any themes or patterns as they emerged. Credibility, transferability, dependability, and confirmability helped enhance the trustworthiness and rigor of the study (Lincoln & Guba, 1985). The findings of the study suggest that the teacher’s personal experiences helped to shape her goal to show her students that women were more than secondary characters in history. The findings also indicate that even though the teacher faced many challenges as she was attempting to transform her curriculum, when she drew upon the more positive influences from her past and the positive experiences she was encountering during the study, she became much more encouraged that she could move past any obstacles confronting her.

Content knowledge preparation for teachers is a crucial component of the modal curriculum model for education. The purpose of this study was to determine if the amount and quality of coursework preparation of pre-service University of Kentucky agriculture teachers influences their content knowledge as defined by the Praxis II agriculture exam scores. This study concluded that there was variability in coursework preparation of pre-service agriculture teachers at the University of Kentucky. Praxis II exam scores of pre-service teachers indicated that most students are meeting an adequate content knowledge level based on the exam material. It can also be concluded that the relationship between the Praxis II agriculture exam and agricultural content preparation was moderate at best. Based on the conclusions, it is recommended that changes be considered to either the agricultural education curriculum at the University of Kentucky or the Praxis II agriculture exam so that they are a reflection of each other. It is also recommended that the profession examine other variables in play that lead to proper preparation and re-evaluate students’ base knowledge upon entering college.

Pre-service teachers have a large role to play in initiatives to raise children’s literacy achievement. There is growing concern about the disparity of reading abilities of children, particularly in New Zealand, prompting a greater need to examine the skills and knowledge of the adults who provide reading instruction to these children. Adults engaged in higher education are typically expected to possess strong and proficient literacy skills, yet research examining the literacy skills of the broader adult population reports adult literacy levels to be much lower than assumed. Well over a third of adults in countries including the United States of America and New Zealand do not possess basic literacy skills. There is a paucity of research identifying and addressing the literacy needs of the adult population. Further, there have been limited studies investigating the literacy abilities of adults with relatively higher levels of literacy skill (e.g., those in higher education). Such research is particularly pertinent in the education context due to the influence that teaching professionals have on future generations of readers. The research reported in this thesis investigated the reading comprehension and metalinguistic abilities of pre-service teachers, and conducted two interventions within this population. The first intervention focussed on improving the reading comprehension of individuals who presented with difficulties understanding written text relative to their peers. The second intervention provided explicit instruction in building students’ language structure knowledge within general coursework completed by a whole cohort of pre-service teachers. The findings from this thesis have implications for the provision of support for pre-service teachers with literacy needs in higher education, as well as for augmenting the skills of the broader pre-service teacher population to prepare them to deliver evidence-based reading instruction. The first study (presented in Chapter Four) assessed selected cognitive and literacy skills of a cohort of undergraduate pre-service teachers in their initial year of higher education. One-hundred and thirty-one students completed an assessment battery comprising tasks of spelling, reading comprehension, inferencing, working memory, and knowledge of language structure. Analysis of results demonstrated a wide range of abilities across each of the measures, reflecting the large variance in skill with which these individuals enter into higher education. Spelling, inferencing, and working memory were each found to make significant unique contributions to reading comprehension. Furthermore, the elements contributing towards reading comprehension were found to be highly interactive, thus demonstrating the complex interactive nature of the skills that contribute to the reading comprehension process in these individuals. In the second study (presented in Chapter Five) individuals with difficulties understanding written text were identified using the reading comprehension measure from the first study. Individuals who performed more than one standard deviation below the group mean were identified for inclusion in a reading comprehension intervention. Seventeen individuals met the criteria for inclusion in the intervention and consented to participate (referred to as the IN group). Two control groups were also identified to allow for comparisons to be made pre- and post-intervention. The first control group, referred to as the NT group (n = 6), comprised of six participants who qualified for the intervention but who opted not to participate. The second control group, referred to as the CN group (n = 83), comprised of the remaining students from the large cohort. Four different strategies designed to assist with reading comprehension were modelled and practiced with each participant in the IN group over four sessions. Each intervention session focussed on one strategy alone and the intervention was administered on an individual basis. Reading comprehension and summarising assessments were completed following every session to ascertain the effectiveness of each strategy. Results showed that the first strategy (text-to-speech) was detrimental to the participants’ reading comprehension scores, while a further strategy (highlighting and summarising) was beneficial for almost all participants. There was a significant gain in reading comprehension score by the IN group after completing the intervention. Neither the NT nor the CN group, however, made any improvement in reading comprehension over this time period. The results also demonstrated that the improvement made by the IN participants increased their mean reading comprehension score to within range of the CN group (i.e., their peers identified with typical ability at the outset of the study). A third study (presented in Chapter Six) examined the responsiveness of the intervention participants to the reading comprehension intervention at a subgroup and individual level. Four subgroups of participants were identified based on their underlying literacy profile at the outset of the intervention. The first group (n = 2) comprised individuals with poor spelling; the second (n = 4), individuals with poor listening comprehension; the third (n = 1), those with poor spelling and listening comprehension; and the fourth (n = 10), individuals who did not demonstrate poor spelling or listening comprehension. There were no differences in the responsiveness of these groups to the four different strategies. There was also no association between an individual’s literacy profile and their response to the various strategies. Furthermore, closer examination of four case studies (one from each of the four subgroups) did not demonstrate any clear relationship between the responsiveness to the four different reading comprehension strategies, and their literacy profile. Finally, the fourth study (presented in Chapter Seven) examined the responsiveness of the whole cohort (n = 121) to a teaching intervention targeting metalinguistic knowledge. Two subgroups were identified within the larger cohort based on participants’ word-level skill (determined by spelling ability): good spellers (n = 24), and poor spellers (n = 24). Two subgroups were also identified based on participants’ comprehension-level skills (determined by reading comprehension): individuals with difficulties understanding written text (n = 22), and individuals with typical reading comprehension (n = 99). The metalinguistic intervention was integrated into an existing literacy course and delivered over seven weeks. The intervention focussed on raising phoneme, morpheme, and orthotactic knowledge amongst the participants in a pre-test / post-test study design. The whole cohort demonstrated significant gains in knowledge in each of the constructs targeted, after just seven hours of teaching integrated into an existing course. Analysis of subgroups of participants demonstrated that individuals with stronger spelling skills responded more favourably to the intervention than their peers with weaker spelling skills. The between-groups differences identified in the subgroups determined by reading comprehension were not as significant as those of the spelling subgroups. Thus, the results suggest the need for differentiated teaching of metalinguistic constructs based on the underlying word-level skills of each individual to ensure that pre-service teachers acquire adequate language structure knowledge within their teacher preparation programme. The findings from this thesis refute the assumption that individuals who meet the criteria required to enter into higher education present with strong or adequate literacy skills. The pre-service teachers in the reported studies demonstrated a wide range of literacy ability. The results of this assessment identified spelling, inferencing, and working memory as significant predictors of reading comprehension. The appropriateness of the Simple View of Reading framework for this population was also investigated. Individuals who demonstrated lower reading comprehension showed significant increases in their reading comprehension scores when using a strategy that incorporated highlighting and summarising techniques. This strategy was highly effective across the whole intervention group, in spite of the vast differences in the literacy profiles of these individuals. Findings from a whole-cohort teaching intervention to raise metalinguistic knowledge provide support for the inclusion of differentiated, explicit teaching of these constructs within pre-service teaching programmes. The results reported in this thesis show that by providing targeted intervention to raise the reading comprehension and metalinguistic abilities of pre-service teachers, they become better equipped to provide effective reading instruction for children, and address the disparity in children’s literacy achievement.

The present study was a case study which aimed at exploring pre-service teachers’ perceptions of PPG-SM3T program for their professional development. PPG-SM3T program is a professional development program for pre-service teacher in Indonesia. Research design of this study was quantitative design and used convenience sampling. The sample was 60 pre-service teachers who graduated from PPG-SM3T program in a state university in central Indonesia. Instrument used to collect data for the present study was questionnaire and analysis consisted of Principal Component Analysis, Reliability test, and Exploratory Data Analysis were done in order to analyse the data. From the results of analysis, it was found that generally pre-service teachers who took PPG-SM3T program in the mentioned university response positively toward the program. It was found to be very effective for most of them as a preparation to be professional teachers. Workshop and field teaching practice were two features in the program that particularly helpful to prepare them to be professional teacher. However, it was also found that more supervision is needed for pre-service teacher during the program as well as non-teaching activities. Some specific cases also need to be considered for future improvement.

The purpose of this study was to determine answers to several research questions: 1.) What do pre-service teachers know about feminist pedagogy or teaching in ways that are culturally responsive? 2.) In what ways are pre-service teachers prepared to use feminist pedagogy? 3.) How is a lesson constructed utilizing a feminist curriculum? All participating pre-service Art Education students completed a Survey of Art History, a questionnaire of their background in Art History, a questionnaire on their ideas of feminist pedagogy, and completed a group brainstorming of lesson plans. Data was analyzed from student responses. Results support the need for teaching more feminist content and pedagogy. Recommendations are made for further research.

Based on my experience and the available literature I believe that many art teachers perceive that they are unprepared to adequately teach special needs students in their art classrooms. The review of literature supports the visual arts for individuals with disabilities. The inclusion movement in schools increases the likelihood that a teacher will have students with disabilities in their art classroom. It is suggested that art educators would benefit from at least one course in their pre-service training that specifically addresses art education for students with special needs. This content analysis of pre-service art education programs reveals that 5 of 18 programs studied, (28%), require such a course, with no other option, to fulfill the special education requirement. Using the published literature, my own experience, and current practices a proposed curriculum was created for an undergraduate course in art education for special needs in the inclusive art classroom.

This study is a detailed examination of reflection in pre-service teacher education. It focuses on the process of the promotion of reflective teacher education. Within this process, it considers pre-service teachers&#039 / perceptions on becoming reflective and their focus of attention throughout their practicum. In relation to these, it analyzes pre-service teachers&#039 / improvement in reflection by focusing on various methods of promotion for reflectivity.

When interviewing school students for what constitutes a good mathematics teacher, the first characteristic usually listed is the ability to explain well. Besides well-founded content knowledge most important for classroom episodes of teacher explanations is knowledge about how to present mathematical concepts in a comprehensible way to students. This encompasses competencies in the area of verbal communication as well as the conscious use of means for illustrating and visualising mathematical ideas. We report about an analysis of explanatory processes in math lessons and about an analysis of prospective teachers\' explanatory competencies. As a result we identify improvements in teacher education at university.

Orientador: Ana Maria de Andrade Caldeira / Resumo: O objetivo desta pesquisa foi investigar junto a professores de Biologia em formação inicial a construção ou não de habilidades que sustentem o pensamento sistêmico e complexo sobre conservação da biodiversidade e possíveis reflexos em sua ação didática. Já que a discussão em torno da conservação da biodiversidade é uma demanda atual, ela deve ser relevante também nos espaços educativos. Assim, os professores de Biologia devem ser capazes de promover discussões com seus alunos a respeito da conservação da biodiversidade considerando seus diversos aspectos. Para tanto, graduandos de Ciências Biológicas de duas Universidades foram investigados por meio de diferentes estratégias. As análises dos resultados mostram o conflito existente entre o desenvolvimento econômico e o estabelecimento de prioridades de conservação nos ambientes. E que e as decisões que são tomadas, consideram, além do conhecimento científico, opiniões e valores. Portanto, evidencia-se a importância da inserção de discussões ambientais complexas ao longo da graduação e das contribuições do desenvolvimento de pesquisas de Iniciação Científica na formação desses profissionais, no âmbito de um grupo de estudos e pesquisas que proporciona a articulação entre diferentes aspectos relativos ao tema. / Doutor

The current study was based in one higher education institution and examined pre-service teachers’ use of social media to support their own professional development whilst on school placement, through a community of practice lens. The trainees were registered on a one year secondary course designed to lead to a Post Graduate Certificate in Education with 60 credits at Masters Level combined with Qualified Teacher Status (QTS) for England and Wales during which the researcher repeatedly interviewed a focus group sample from each subject cohort and analysed transcripts of these interviews through the lens of Wenger’s (1998) concept of a community of practice. The research took place in a national context of review and reform of teacher education in England. Some trainees, for example those studying at the higher education establishment at question, might experience considerable challenge in the school placement. Authentic self-reflection requires a safe place in which pre-service teachers can openly articulate with others what they might see as their own failures as well as successes in the classroom in order to develop a greater sense of self-efficacy and new ideas about teaching. In some instances, such as in the area of behaviour management, the national focus on maintaining good order means that it may become even more challenging and ultimately riskier to share the experience of failure because acknowledgement of this risks the possibility of failing to achieve the requisite standard for qualified teacher status. Besides, to gain qualified teacher status a trainee must attain the Teachers’ Standards (DfE, 2013) which include a requirement that a professional teacher upholds the ethos of the school to which the trainee might not be sympathetic. Findings from this research cannot be generalised. However, in this small-scale study it was found that pre-service teachers used private social media to support each other on the course in a number of ways: to establish a group that might be viewed as a community of practice and then, as part of the core enterprise of becoming a qualified teacher, to offer or to receive shared practice or support from another pre-service teacher in the role of more knowledgeable other and to broker new ideas about teaching to each other and to schools themselves from the other communities to which they belonged. Those who networked socially as part of the community of practice were more organised around deadlines. They also more likely to manage risky and stressful situations collaboratively and present an enhanced image of “…a body of common knowledge, practices and approaches” (Wenger, McDermott and Snyder, 2007, pp. 4-5) during their school placement which was unavailable to the trainee who did not participate within the online community. The scope for openly sharing practice and the development of learning communities among pre-service teachers is potentially restricted by the current national and local context of teacher education. However, one conclusion from this study might be that social media can potentially enable pre-service teachers to communicate privately in important ways that support their professional development whilst undertaking their training.