Matching Items (4)
Filtering by
- All Subjects: Teacher Education
- All Subjects: Immersion method (Language teaching)
Description
Undergraduate teacher preparation programs face scrutiny regarding pre-service teachers' preparation upon graduation. Specifically, scholars contend that teacher preparation programs do not adequately prepare pre-service teachers to plan for effective instruction. Situated in the Mary Lou Fulton Teachers College at Arizona State University, this action research study used the Theory of Pedagogical Content Knowledge to examine (a) how pre-service teachers developed unit planning practices using the Backward Design framework and (b) the pedagogical teaching practices used as they implemented the unit plan in the classroom. During the student teaching course, pre-service teachers received instruction on how to use the Backward Design framework to plan a unit of instruction to implement in their placement classroom. Results from the mixed-methods study provided evidence that Backward Design was an effective way for pre-service teachers to plan instruction. Results from the study indicated that implementing and reflecting on lessons taught from the unit plan contributed to the pedagogical teaching practices used in the classroom. Furthermore, results demonstrated that designing, implementing, and reflecting on the unit plan contributed to a shift in how participants viewed themselves. Through the study, they began to view themselves more as a teacher, than a pre-service student teacher. Keywords: teacher preparation programs, unit planning, instructional practices
ContributorsBoozer, April (Author) / Carlson, David (Thesis advisor) / Barnard, Wendy (Committee member) / Holmes, Shaun (Committee member) / Arizona State University (Publisher)
Created2014
Description
Mentor teachers have a significant impact on pre-service teachers. Unfortunately, mentors are often underprepared for their role, and thus, the potential learning from a student teaching experience is not maximized. Mary Lou Fulton Teachers College at Arizona State University provides training to mentors who host pre-service teachers during their student teaching experience. Training is delivered in two formats: online prior to the start of the semester and face-to-face each month throughout the semester. This action research study looked at how training contributes to mentor understanding and actions in supporting teacher candidates and how mentor support impacts teacher candidate performance. The study included two mentor/teacher candidate dyads and one university site coordinator. Qualitative and quantitative data were collected from a variety of sources including observations of mentor trainings, teacher candidate lessons, and coaching conversations. Additional data sources included semi-structured interviews with mentors, teacher candidates, and the site coordinator. Analysis of data found that training may contribute to mentor understanding, but other factors matter too. The data also indicated that current training is insufficient at producing all desired mentor behaviors. With respect to the ways that mentors support teacher candidates, this study found that mentors play a multifaceted role, provide ongoing feedback, and employ various strategies during coaching conversations. This study found mentors help teacher candidates see their performance through the eyes of an experienced educator. Modeling and coaching helped teacher candidates improve. This study also suggests a positive, professional relationship between mentor/mentee and certain teacher candidate characteristics such as openness to feedback facilitate learning from a mentor.
ContributorsBorden, Ryen (Author) / Carlson, David (Thesis advisor) / Barnard, Wendy (Committee member) / Rojas, Michelle (Committee member) / Arizona State University (Publisher)
Created2014
Description
Learning a second language has been shown to have many benefits, but in the
state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face.
The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved.
Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews.
Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers.
Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction.
state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face.
The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved.
Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews.
Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers.
Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction.
ContributorsSalas, Raquel (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray R. (Committee member) / Hightower, Guadalupe (Committee member) / Arizona State University (Publisher)
Created2016
Description
This action research study examined the influence of teacher educator collaboration using portfolios. The participants in this study were teacher educators in a university. The study was designed to combat the limited ways in which teacher educators receive feedback on their teaching. Teacher educator collaboration using portfolios enabled teacher educators to engage in professional learning around the teacher educator pedagogy of rehearsal, receive feedback in multiple ways over one semester, and utilize the feedback to make changes in their instruction. Because the process was cyclical, the measures enabled them to set goals, apply new learning, and engage in continual reflection and growth. A qualitative methods study was employed to investigate: (a) how teacher educators engaged in the collaborative portfolio process, (b) ways in which they found value in the process, and (c) ways in which they made changes to their teaching as a result of the feedback. Data were collected through pre-and post-intervention interviews, observations, and peer triad feedback forms. The study design aligned with two theoretical frameworks: situated learning theory and adult learning theory. Participants filmed themselves teaching twice, administered two teacher candidate feedback surveys, collaborated with their peers to examine their teaching together, and applied the feedback they received in order to strengthen their teaching. Throughout the study and at the conclusion, teacher educators used feedback from their students and peers to reflect on their own practices as teacher educators. The results of this study indicated that the participants found value in the pedagogy of rehearsal, watching their peers teach, and receiving feedback from both their peers and students. The data also showed that the teacher educators made changes to their instruction. Lastly, the participants valued the time to collaborate with peers. Future research should include making modifications to the current collaborative portfolio process to involve evidence of teacher candidate learning, allowing teacher educators to investigate how their practices influence teacher candidate learning.
ContributorsBeal, Sarah (Author) / Rotherham-Fuller, Erin (Thesis advisor) / Carlson, David (Committee member) / Rojas, Michelle (Committee member) / Arizona State University (Publisher)
Created2017