Essa pesquisa foi desenvolvida no período de 2013 a 2017 e buscou investigar o quanto e de que forma o Projeto Institucional de Bolsas de Iniciação à Docência (Pibid) (subprojeto Inglês), que se materializa numa universidade pública federal no nordeste do Brasil, a qual denominei UPNE, permite a problematização do trabalho com letramentos digitais na formação inicial do professor de inglês. Para o seu desenvolvimento, a pesquisa qualitativa exploratória de cunho etnográfico realizada, inserida no campo da linguística aplicada crítica, foi delineada consoante um estudo de caso etnográfico. Além da linguística aplicada, a pesquisa fundamentou-se nos estudos pertencentes a diferentes áreas do conhecimento, principalmente das ciências sociais e da educação. Buscando entremear a análise dos dados coletados no contexto com as perspectivas teóricas adotadas, o trabalho foi construído de forma a promover o diálogo Pibid Inglês da UPNE e sua relação com neoliberalismo, globalização, formação de professores no Brasil, formação crítica de professores, tecnologias digitais e a língua inglesa. Nesse contexto, os estudos dos letramentos, em especial dos letramentos digitais, são trazidos à discussão, considerando-se as sociedades ditas digitais, as epistemologias digitais delas decorrentes e o contexto da educação linguística, por meio de um mergulho no universo do subprojeto Pibid inglês da UPNE, principalmente focando nos projetos Focus on Future e English Everywhere. Os principais instrumentos de coleta de dados empíricos utilizados foram: observação participante, entrevista semi-estruturada realizada com os coordenadores do subprojeto (uma vez) e com os graduandos participantes da pesquisa (em dois momentos), além de análise documental. Documentos nacionais e institucionais (locais) relacionados ao projeto Pibid, documentos específicos do subprojeto Inglês, bem como projetos e relatórios escritos pelos graduandos complementam o conjunto dos dados coletados. Contou-se também com o diário de campo da pesquisadora (enriquecido mediante conversas informais com graduandos e coordenadores) e os relatos dos graduandos em relação ao desenvolvimento dos projetos. Os resultados principais apontam que o Pibid-Inglês da UPNE, ainda que permeado por ambiguidades, mostrou-se um campo fértil para problematizações, no que concerne aos letramentos digitais na formação inicial de professores de inglês. / This research was developed from 2013 to 2017 and sought to investigate how much and in which ways the National Pre-service Brazilian Teacher Education Program (Pibid) (English subproject), that takes place in a federal public university in the northeast of Brazil, which I named UPNE, allows the problematization of digital literacies within pre-service English teacher education. For its development, an exploratory qualitative research of ethnographic nature, inserted in the field of critical applied linguistics, was conducted as an ethnographic case study. Besides the focus on applied linguistics, the research was based on studies belonging to different fields of knowledge, especially on social sciences and education. In order to analyze the data collected in the context, together with the theoretical perspectives adopted, this investigation was built to promote a dialogue involving Pibid English at UPNE and its connection to neoliberalism, globalization, teacher education in Brazil, critical teacher education, digital technologies and the English language. In this context, literacy studies, especially digital literacies, are brought to the discussion, considering the so-called digital societies, the digital epistemologies resulting from them, and the context of language education, through immersing in the universe of Pibid (English subproject) at UPNE, with the emphasis on Focus on Future and English Everywhere projects. The main instruments of empirical data collection were: participant observation, semi-structured interview with the coordinators of the subproject (once) and with the undergraduates participating in the research (in two moments), besides documentary analysis. National and institutional (local) documents related to the Pibid project, specific documents related to the English subproject, in addition to the projects and reports written by the undergraduates complement the set of data collected. The researcher\'s field diary (enriched with informal conversations with undergraduates and coordinators) and the students\' reports on the development of the projects were also part of data collection. The main results indicate that Pibid English at UPNE, although permeated by ambiguities, proved to be a fertile place for problematizations regarding digital literacies in preservice English teacher education.

Many studies evidence the importance of metacognition in successful learning. Metacognitive skills improve the academic outcomes of learners. Additionally, metacognitive skills build lifelong learning skills, which are transferable to employment and other contexts. As such, developing metacognition in students is of great value to universities as society as a whole. This study explores the perceptions of lecturers and student teachers in a College of Education at a University in the Kingdom of Saudi Arabia (KSA) regarding the presence and promotion of metacognitive skills at the University in which the study took place. The study spanned three departments in the College, namely Kindergarten, Special Education, and Art Education. The study employs an interpretive research approach and case study methodology to gather this rich understanding of lecturers’ and students’ perceptions. Data were collected from twelve lecturers and twelve undergraduate students through a combination of lecture room observations, semi-structured interviews, and group interviews. The most significant finding emerging from this study is the lack of lecturer participants’ knowledge regarding metacognition generally. My study found that skills such as planning, monitoring, and evaluating skills were sometimes present in their teaching, but were not used to engage students in thinking metacognitively or developing their own metacognitive abilities. I found that metacognition was not present consistently or intentionally in lecture rooms. The findings further exposed some obstacles which could inhibit the promotion of metacognition in higher education in KSA. For example, traditional methods of rote learning were shown to discourage metacognitive thinking. Large student numbers and lecturers’ lack of time could prohibit lecturers from investing in teaching metacognitive skills to their students. Students’ apathy towards anything other than memorising facts to pass examinations and acquire grades could also demotivate them to learn valuable skills like metacognition without comprehensive changes to educational norms. The study identified multiple ways in which metacognition could be promoted in higher education in KSA. For example, diversifying teaching practices to include more active learning methods such as discussion and questioning would be more effective than the current prevalent method of lecturing and learning by memorising. Lecturers could role-model metacognitive skills to their students by incorporating metacognition into their own practice, and thus incorporate it into existing courses. Students could be motivated to develop metacognitive skills by discovering the benefits to them of metacognition on both their academic success and their future careers. The study’s findings supported the importance of including metacognition in higher education and advocating it to students as a valuable skill. Thus, there is a need to establish mechanisms or frameworks for integrating metacognition into higher education in KSA, and communities of practice which support the development of metacognitive skills among lecturers and student teachers who will be the teachers of tomorrow. I therefore offer a model with recommendations for practical uptake to expedite this, and support it with this study's evidence.

For students with learning disabilities, positive academic achievement outcomes are a chief area of concern for educators across the country. This achievement emphasis has become particularly important over the last several years because of the No Child Left Behind legislation. The content area of mathematics, especially in the higher order thinking arena of algebra, has been of particular concern for student progress. While most educational research in algebra has been targeted towards remedial efforts at the high school level, early intervention in the foundational skills of algebraic thinking at the elementary level needs consideration for students who would benefit from early exposure to algebraic ideas. A key aspect of students' instruction with algebraic concepts at any level is the degree and type of preparation their teachers have received with this content. Using a mixed methods design, the current researcher investigated the usage of the Developing Algebraic Literacy (DAL) framework with preservice special education teacher candidates in an integrated practicum and coursework experience. Multiple survey measures were given at pre-, mid-, and post- junctures to assess teacher candidates' attitudes about mathematics, feelings of efficacy when teaching mathematics, and content knowledge surrounding mathematics. An instructional knowledge exam and fidelity checks were completed to evaluate teacher candidates' acquisition and application of algebraic instructional skills. Focus groups, case studies, and final project analyses were used to discern descriptive information about teacher candidates' experience while engaging in work with the DAL framework. Results indicated an increase in preservice teachers' attitudes towards mathematics instruction, feelings of efficacy in teaching mathematics, and in the content knowledge surrounding mathematics instruction. Instructional knowledge also increased across preservice teacher candidates, but abilities to apply this knowledge varied across teacher candidates', based on their number of sessions working with students within their practicum site. Further findings indicate the desire of preservice teachers to increase the length and number of student sessions within the DAL experience, as well as the need for increased levels of instructional support to enhance their own experience. This study provides preliminary support for utilizing the DAL instructional framework within preservice teacher preparation experiences for future special educators.

This dissertation presents findings from a qualitative discourse analysis study of three pre-service teachers enrolled in the Urban Teacher Residency Partnership Program (UTRPP); a clinical teacher preparation setting at a major southeastern university. UTRPP is a full-time teacher preparation program that focuses on university student achievement through embedded coursework and provides preservice teachers (PSTs) with the opportunity to work with a content coach. Through coaching cycles, these PSTs work one-on-one with a literacy content coaches to enrich their teaching experiences and connect theory to practice through content coaching cycles. A content coaching cycle consists of a pre-conference, video-recorded observation of a teaching event, individualized video coding sessions of that teaching video, and post-conference reflections (Gelfuso & Dennis, 2014). In this study, I focus specifically on the PSTs’ literacy content coaching experiences. The purposeful support and unique structure of UTRPP provide a rich opportunity to study literacy teacher identity construction since PSTs are contracted as full-time teacher residents in urban schools and work one on one with a literacy professional to develop their literacy practices through coaching cycles. This research was guided by the following research question: In what ways do three PSTs develop literacy teacher identity? Data was only collected during literacy coaching cycles where literacy was explicitly taught, and not during any other content area coaching cycle or subsequent lesson reflection that was not literacy based. The findings showed evidence of: (a) the plurality of identity, in that each participant drew on multiple identity characteristics when reflecting on their literacy practice, (b) connections between participants core sense-of-self and literacy teacher characteristics, (c) participants deployment of front and backstage dramaturgy to conceal their beliefs and feelings from the literacy coach and children, and (d) connections to student-centered teaching practices. These findings offer insights into how PSTs construct their literacy teacher identities in both a clinical preparation program and through literacy content coaching.

Over a period of twenty months a mathematics teacher educator uses narrative inquiry, a form of story-telling, to investigate her professional practice in working alongside pre-service primary teachers. Two main themes emerge in this research. The first of these centres around the use of mathematical investigations as a vehicle for supporting pre-service primary teachers to consider what the learning and teaching of mathematics may entail. As part of this process the author personally undertook several mathematical investigations. This resulted in significant learning about previously unrecognised personal beliefs about the nature and learning of mathematics. These beliefs were discovered to include ideas that 'real' mathematicians solve problems quickly, do so on their own and do not get stuck. Surprisingly, all of these subconscious assumptions were contrary to what the author espoused in the classroom. A consequence of this learning included some changed beliefs and teaching practices. One such change has been moving from a conception of mathematics as a separate body of 'correct' mathematical ideas, and where the emphasis when doing mathematics was on attaining the correct answer, to now viewing mathematics as a sense-making activity involving discovering, doing and communicating in situations involving numbers, patterns, shape and space. Thus, mathematics is now perceived to primarily be found in the 'doing' rather than existing as a predetermined body of knowledge. As such one's interpretations of a mathematical problem are important to consider. Changes in teaching include using mathematical investigations as a teaching approach with the belief that students can effectively learn mathematical ideas using this approach; an acceptance that this may involve periods of being 'stuck' and that this does not mean that the teacher needs to immediately support the students in becoming 'unstuck'; more in-depth interactions, including questioning, to support this mathematical learning; and an acceptance that mathematics can be learned by people working in a collaborative manner. The second theme encountered in this narrative inquiry involves the exploration of narrative as a powerful means with which to pursue professional development. Narrative inquiry, including a mention of differing forms of narrative writing, is described. Issues also considered include the place of reflection in narrative; the notion of multiple perspectives that are encountered in qualitative research such as this; issues of validity and authenticity; a consideration of what the products of narrative research might be and who may benefit from such research; a brief mention of collaboration; and the place of emotion in qualitative research. The concept of change occurring within a narrative inquiry is not seen to imply an initial deficit position. Rather the research process is regarded as the building of a narrative layer that supports and grows alongside the writer's life as it occurs (Brown Jones, 2001). Thus there is not a seeking of perfection or an ideal, but a greater awareness of one's professional practice. The results of narrative research therefore, are not definitive statements or generalisations about an aspect of that which is being researched (e.g., Winkler, 2003). As such, a definitive statement about how to be a teacher of pre-service students learning mathematics is not offered. Rather, a story is shared that may connect with the stories of the reader.

This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.

Although practice teaching is a central component of teacher education, there are still a number of organizational and practical problems encountered which have attracted considerable research. For instance, the nature of the relationship among pre-service and cooperating teachers / how this relationship plays a role in shaping pre-service teachers&rsquo / learning to teach during practice teaching are issues we still know little about (Borg, 2011). In order to understand the interwoven relationship between experiences, intentions, beliefs and actions of pre-service language teachers, opportunities created for them to become conscious of the ways they perceive and act upon needs to be investigated in detail. The present research study is designed as a mixed method case study to examine the extent to which English as a Foreign Language (EFL) pre-service teachers&rsquo / (PTs&rsquo / ) sense of efficacy beliefs regarding classroom management, instructional strategies, and student engagement evolve throughout the practice teaching course in addition to the role of mentoring practices and the organization of the practice teaching course in shaping EFL pre-service teachers&rsquo / sense of efficacy beliefs. The main participant group of the study was composed of senior PTs (N=22) studying in the Department of Foreign Language Education, Middle East Technical University. The study involved a variety of data collection tools in order to gather data, Teachers&rsquo / Sense of Efficacy Scale (TSES) (Tschannen-Moran &amp / Woolfolk-Hoy, 2001) and Mentoring for Foreign Language Teaching (MEFLT) scale (Hudson, Nguyen &amp / Hudson, 2009), weekly reflective journals of the PTs, semi-structured face-to-face interviews and an open-ended survey. The results of the data analysis revealed that none of the dimensions of sense of efficacy beliefs of the PTs appeared to develop significantly after practice teaching / on the other hand, sense of efficacy beliefs regarding classroom management beliefs of the participant group significantly decreased at the end of the practice teaching. In addition, sense of efficacy beliefs regarding classroom management beliefs had a significant relationship with the Personal/Professional Attributes of the cooperating teachers (CTs). According to the content analysis of the data, the role of mentoring practices and the organization of the practice teaching course have an important role in sense of efficacy beliefs of the PTs. The data analysis framework acknowledges that there are other factors that also have an influence on the development of efficacy beliefs including the teaching situation, context and the role of other participants involved in practice teaching.

With recent calls for teacher education programs to increase both the quantity and quality of field experiences (NCATE, 2010), it is important for teacher educators to understand how pre-service teachers create meaning from those experiences. Reflection is a mode of thought historically associated with creating "warranted assertabilities" (Dewey, 1938, p.15) from experience. Therefore, reflection is a common component of many teacher education programs (Darling-Hammond, 2010). Despite the abundance of research that has been conducted about reflection and teacher education, little is understood about the process of supported reflection as it is experienced by pre-service teachers. In this hermeneutic phenomenology, I explored the described experience of reflection for one pre-service teacher with whom I worked. Findings from this study created new understandings about reflection which include: (dis)positions may be tendencies toward temporary places rather than static, pre-determined qualities, dissonance appears to be present throughout the reflection process, judgment and knowledgeable others play key roles in the reflection process, and coding, note-taking, and writing appear to be ways for pre-service teachers and university supervisors to create texts that can be juxtaposed to create dissonance and dialectic tension.

Childhood emotional, behavioural and learning problems are prevalent in elementary classroom settings. It is therefore imperative to evaluate pre-service teacher training in classroom management. Two studies were conducted to evaluate the effectiveness of a proactive behavioural management course taught at a Canadian teacher’s college. The first study examined a sample of 69 pre-service teachers at the start and completion of this course. Using random assignment, the second study compared 50 pre-service teachers who completed the course to 32 pre-service teachers who did not take the course. Participants completed questionnaires assessing their self-efficacy, teaching style, and teaching attitudes and partook in simulated classroom scenarios. Significant findings highlight the positive influence of this course on pre-service teachers’ self-efficacy, teaching style, emotions and reactions towards children, and their use of classroom management strategies. This research may further the development of pre-service teacher training in classroom management.

Childhood emotional, behavioural and learning problems are prevalent in elementary classroom settings. It is therefore imperative to evaluate pre-service teacher training in classroom management. Two studies were conducted to evaluate the effectiveness of a proactive behavioural management course taught at a Canadian teacher’s college. The first study examined a sample of 69 pre-service teachers at the start and completion of this course. Using random assignment, the second study compared 50 pre-service teachers who completed the course to 32 pre-service teachers who did not take the course. Participants completed questionnaires assessing their self-efficacy, teaching style, and teaching attitudes and partook in simulated classroom scenarios. Significant findings highlight the positive influence of this course on pre-service teachers’ self-efficacy, teaching style, emotions and reactions towards children, and their use of classroom management strategies. This research may further the development of pre-service teacher training in classroom management.