Dissertationen: „Teachers Education Teaching“

1

McLaughlin, Glenn Denis. „Teaching the teachers of teaching : tertiary teacher education in Papua New Guinea“. Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019312/.

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This thesis is centred upon the development, implementation and evaluation of the Bachelor of Education (Tertiary) BEd T. program at the University of Papua New Guinea, which aims to promote quality teacher educators. The program has its in rationale cognitive development theory, research on approaches to learning and the literature concerning adult and teacher development in the Melanesian context. The theoretical position adopted is that teacher development is a form of adult development and the promotion of quality teacher educators, a function of higher stages of development. Consequently, the intervention curriculum had two major expectations: to improve the level of cognitive development; to improve the quality of potential teacher educators. The following evolved as research questions. • What factors influence the learning of Papua New Guinea teachers undertaking higher education? • Does the experience of the special curriculum promote greater cognitive development than increased general education at the University? • What is the perceived impact of the BEd T. students in the teachers' colleges? • What are the contextual factors that influence college lecturers' teaching and students' learning? No one research methodology was considered appropriate to address these research questions because the theoretical position required a combination of qualitative and quantitative data. The methodology adopted was multi - disciplinary in scope and used structures from the following perspectives: ethnographic; illuminative evaluation; case study; quasi experimental. The research concluded that: The biggest single factor that influenced teachers' learning at university is their own misconceived expectations of learning compared with university expectations. This is exaccrbated by learning through English as a second language, where the main problem is the lack of conceptual equivalence between western and Melanesian epistcmologies. It was also found that the intervention curriculum did promote significantly greater cognitive development in the BEd T. students, as measured by the Student Process Questionnaire who in turn were perceived to be making a strong positive impact in the teachers' colleges. However the fullness of impact appears to be potentially muted by the mechanistic curriculum operating in the colleges, as well as by the conservative bureaucratic administrative practices of Government agencies.

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2

Biggs, Amy M. „Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education“. Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.

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3

Zhang, Jizhi. „Teacher Education and Beginning Teachers' Teaching Practices:An Observational Study of First-year Teachers“. Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195283.

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The purpose of this study was to examine whether first-year teachers' teaching practices improve across time and to identify whether school level (elementary, middle, and high) influences new teachers' teaching practices as measured by the observation instrument. Also, the study examined the relationships between first-year teachers' teaching practices, teacher education, school level, and school SES.The current research included two studies. Study One was carried out in the academic year 2003-2004, and Study Two in year 2004-2005. Both studies involved collecting teaching practices data through observations by trained researchers. Study One data were based upon observations of 113 first-year teachers and Study Two involved 139 first-year teachers. A correlational analysis was conducted to examine the relationship between first-year teachers' teaching practices and school SES. A mixed (2x3x2) Analysis of Variance model was employed to analyze how first-year teachers' teaching practices are influenced by types of teacher education, school level, and school SES.The study found that the majority of beginning teachers not only showed a desirable normative level of teaching practices, but also continued to teach at that level and made improvements as measured by the end of year teaching performance measure.Three main themes were found in this study: (1) Changes in first-year teaching practices across time were not correlated with school SES. (2) Elementary school teachers were observed to be more effective in Classroom Management practices. (3) There were significant interaction (time by teacher education and school level) effects on new teachers' teaching practices in Study Two. The results indicated that the study of teacher education requires a complex design. Different types of teacher preparation paths might suit in different contexts.

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4

Perry, Robin K. „Influences of co-teaching in student teaching on pre-service teachers' teacher efficacy“. Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/7.

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Teacher education researchers and policy makers recognize field experience, particularly student teaching, as a critical component of pre-service teacher learning and development. The co-teaching model of student teaching, in which cooperating teachers and student teachers jointly plan and deliver instruction, has been adopted by university-based teacher education programs across the United States. The purpose of this study was to examine the relationship between elements of the co-teaching model of student teaching and teacher efficacy outcomes for student teachers. Research suggests that teacher efficacy, a teacher’s beliefs in his or her capacity to affect student performance, is positively associated with teachers’ behaviors and commitment to teaching as well as student achievement and motivation. This quantitative study utilized multiple regression statistical analyses to examine the relationship between co-teaching overall and the relationship, communication, classroom applications, and knowledge base elements and teacher efficacy overall and the domains of efficacy in student engagement, efficacy in instructional strategies and efficacy in classroom management. Descriptive statistics indicated that the relationship and communication elements of student teaching were more prevalent than the classroom applications and knowledge base elements. Student teachers in the sample reported higher levels of efficacy in instructional strategies than efficacy in classroom management and efficacy in student engagement. A positive and statistically significant relationship between teacher efficacy overall, efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management and the co-teaching model of student teaching, after controlling for gender and credential program, was found. The findings of this study substantiate teacher education policy makers’ support for the co-teaching model of student teaching.

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5

Perez, Barbara. „Teacher quality and teaching quality of 7th-grade Algebra I honors teachers“. Thesis, Florida Atlantic University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571434.

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With more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements.

The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality refers to the characteristics that teachers possess and teaching quality refers to what teachers do in the classroom to foster student learning. For this study, teacher quality included teacher professional preparation characteristics and teacher knowledge. Also, aspects of teaching quality that promote conceptual understanding in Algebra were examined.

In this mixed methods study, quantitative data were used to determine a relationship between teacher qualifications and student achievement. Qualitative data were used to gain an in-depth understanding of the characteristics of teaching quality.

Based on the findings of this study, in this group of teachers, there is a relationship between teacher quality and teaching effectiveness; however it is very limited and only based on participation in two specific workshops. The difference between more and less effective teachers in this study lies in teaching quality, what teachers do in the classroom, as opposed to teacher quality, what those teachers bring with them to the classroom.

The findings of this study indicate that elements of teaching quality are more indicative of teacher effectiveness than elements of teacher quality among teachers in the study. Although there was some evidence of a relationship between elements of teacher quality and teacher effectiveness, there were clear differences in teaching quality among more effective and less effective teachers in this study.

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6

Lower, Michael Andrew. „A study of principals' and teachers' perceptions of and attitudes toward the evaluation of teachers“. Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261061529.

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7

Kent, Athol Parkes. „Medical education and the importance of teaching medical teachers about teaching“. Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/27044.

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This is an overview of medical education today. It deals with tertiary education matters pertinent to medical schools in South Africa, the forces that will inevitably cause medical education to change and the responses of other countries to similar circumstances. These forces are medical, educational and political. The medical forces bringing about changes are concerned with the explosion in knowledge in the fields of medical facts, technologies, therapies and informatics. It is an ongoing educational problem as to how the burgeoning sciences can be balanced with the present call for the return to the humanities. Medical schools are being required, through their teaching and learning methodologies, to encourage the qualification of empathetic graduates with generalist (holistic) skills and attitudes to best serve their patients. Educational forces, in particular new curriculum strategies, will need to be explored to assist teachers and students to cope with the demands of communities and individuals for care with expertise. In many First World countries these demands have found expression in moves from Traditional to Innovative curricula. Fundamentally, Traditional schools teach normal Anatomy and Physiology first, then move to the abnormal, before students reach the Clinical Years where these "basic sciences" are applied. Innovative schools, on the other hand, employ Problem-Based Learning with Community-Orientation throughout their curricula, with early patient contact, horizontal and vertical integration of disciplines, group work and community interaction as crucial aspects of their students' learning. Supporters of the Innovative philosophy see as progressive the revising of Flexnerian notions of basic science building blocks, the debalkanising of instruction subject by subject and the motivational impetus achieved when learning takes place in context. Political factors can impinge on staff teaching and student learning by Governmental demands through statutory councils or through the power exerted by the universities. Macro politics dictate financial or other resources that are allocated and may in future directly influence what sort of doctor the various medical schools are expected to graduate. The politics of staffing the teaching institutions, the development of teachers, and the demographics of the student population raise important questions of direction and commitment, and may lead to new realignments. The recognition of the importance of teaching at a professional level is a crucial factor in educating students more appropriately. Teachers versed in the medical pedagogic process will be pivotal in producing a new breed of doctors. This new breed will not be expected to "know everything" but have a core knowledge carefully ascertained by each medical faculty and the ability to find information that is further required. Students will not be expected to acquire all the facts to sustain them through the rest of their professional lives, but to have enquiring minds and the motivation to continue their education, to satisfy their curiosity and provide improved patient care. Their skills in mastery of the behavioural sciences will be more pertinent than ever as preventative medicine becomes as important as curative. They will be expected to formulate ethical attitudes and provide leadership in community and individual dilemmas. These are challenges that will need to be faced critically by our medical teachers who are too often experts in content in ever-narrower sub-specialities. For these challenges to be met, teaching cannot be taken for granted, but must be viewed more seriously by the schools and changes made where appropriate. The University of Cape Town (UCT) has a considerable reputation in the quality of its medical graduates. However, for its medical faculty to remain in the forefront of medical education, it needs to reconsider the knowledge required, the skills and attitudes embodied in its graduates but, as importantly, it must take the lead in undergraduate training. The need for renewing strategies and the action required are the themes of this dissertation.

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8

Olson, Derek J. „Exemplary Teachers? Perspectives on Effective Teaching Elements in Danielson?s Framework for Teaching“. Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739205.

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Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson’s Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson’s framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research questions examined to what extent state and national teachers of the year perceive differences in the importance to effective teaching and learning across each of Danielson’s 4 domains and across the elements within those domains. A quantitative single-factor within-subject design was utilized. Framework for Teaching Survey importance ratings obtained from state teachers of the year for the past 6 years (N = 350) were compared using repeated measure one-way analysis of variances). Significant F values were followed by the Fisher Least Significant Difference Test to determine the domains or elements that significantly differ from one another. Significant differences in the importance ratings were obtained across each of the 4 domains. The instruction domain was rated most important followed by classroom environment, planning and preparation, and professional responsibilities. Findings may facilitate positive social change by enabling schools, districts, and states to more accurately evaluate teachers and devote limited professional development resources to domains and elements with the greatest potential for improving teacher quality.

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9

Cruz, Alberto. „Teaching behaviours of primary physical education student teachers“. Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30996.

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The purpose of the study was to examine the teaching behaviours of Hong Kong physical education students teachers. Thirty-two local pre-service and in-service student teachers were videotaped teaching two ball games lessons in their own schools or in the allocated schools during their final practicum. Each videotaped lesson was coded using the Physical Education Teacher Assessment Instrument (PETAI). Data generated by the PETAI were comprehensively described and comparison was made between the two groups' behaviour categories by employing the independent t-test. Results indicated that the in-service group had significantly higher percentages of response presentation and total teacher instructional time than the pre-service group did, whilst the pre-service group spent significantly higher percentages of time in planned presentation, equipment management, activities organization, behaviour management and overall management time than did the in-service group. Six pre-service and in-service student teachers were randomly selected to participate in the second phase of the study. They were observed teaching two ball games lessons and were invited to take part in two pre-lesson interviews and two post-lesson stimulated recall sessions. Qualitative data were collected through lesson observation and interviews. Constant comparison and analytic induction were used to organize and categorize the data. Results showed that there were similarities and differences in teaching behaviours, teaching strategies and decision making during different stages of teaching between the two groups of subjects. Although the two groups of subjects held similar teaching beliefs and perceptions about physical education, they appeared to possess different teachers' knowledge of teaching. It was likely that the different teaching experience in physical education between the two groups accounted for the differences in their teaching behaviours. Findings of the present study hold implications for the preparation of physical education teachers.

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10

Swingen, Cynthia Carol. „Elementary preservice teachers' use of dialogic teaching“. Thesis, Lewis and Clark College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665941.

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This instrumental, collective, targeted case study explores decisions elementary preservice teachers make with respect to culturally responsive teaching through the lens of dialogic teaching. Most candidates currently enrolled in elementary teacher education programs in the United States are young, white, and female. Meanwhile, the population of students in U.S. schools grows increasingly diverse, leading to a widening cultural gap between teachers and many of their students. Many preservice teachers opt not to use culturally responsive instructional strategies, particularly those related to communication, also known as dialogic teaching practices, despite research indicating such practices foster improved academic achievement for all students-but especially for students of color who are typically underserved in U.S. schools. Who the preservice teachers are when they enter teacher education programs, their experiences inside and outside of school, plus factors as broad as the context of schooling in the United States to as narrow as the impact of one particular student in a classroom, influence the choices a preservice teacher makes when faced with a lesson to teach, a room full of young children, and a ticking clock. Explicating decisions made by preservice teachers through direct classroom observations, followed by one-on-one interviews, provides a glimpse into factors promoting or inhibiting participants' use of dialogic teaching strategies. This study is part of the larger effort to support student discourse and teacher preparation through the use of one component of culturally responsive instruction as viewed through the lens of dialogic teaching, thus addressing the need to better serve all children in our nation's schools.

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11

Fleming, Miri. „Teachers' receptivity to teaching models“. Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185807.

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The focus of this study is teachers' receptivity to new teaching models. Traditionally, research has been conducted to assess teachers' implementation of innovations. The stage prior to learning and implementing the model generally has been generally ignored. In this study, the researcher assumed that the level of teachers' receptivity could influence upon whether and to what extent the new teaching model is implemented. This study was designed to identify personal characteristics and environmental variables that affect the degree of teacher receptivity to a teaching model. Four teacher-participants were selected according to their level of receptivity to one of the models included in the study, Madeline Hunter's Essential Elements of Instruction or Hilda Taba's Teaching Strategies. The data collected through interviews were analyzed in two directions. First, participants' beliefs, experiences, and workplace conditions were identified using qualitative case study methodology. Second, participants' perceptions of the teaching models were analyzed using Rogers' (1962) framework for determining characteristics of an innovation. Several themes related to participants' receptivity to new teaching models, and their beliefs, experiences, and workplace conditions were revealed. These comprise differences in teachers' pedagogical orientations and in their perceptions of teaching models' characteristics, including the way the model was introduced, changes in levels receptivity, teaching models in relation to the student population served, satisfaction with workplace conditions, level of familiarity with the new teaching model, teachers' independence, and behavioral changes required by the teaching model. The study may be of particular interest to staff developers and educators of students teachers because of the importance of considering teachers' individual needs and characteristics when introducing new teaching models.

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12

Holbert, Romena M. Garrett. „Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.

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13

Posegate, Stephen C. 1954. „Changes in interns and cooperating teachers during music student teaching“. Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10341.

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xiv, 143 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
This descriptive study collected both qualitative data and quantitative data to gain an increased understanding of changes in interns and cooperating teachers during student teaching in music. Five dyads consisting of an intern and a cooperating teacher participated. I gathered quantitative data through analysis of 20 videotaped teaching episodes: one of each intern and cooperating teacher at the beginning and near the end of each placement. Two recognized experts in music student teaching viewed the episodes in randomized order. The experts scored the episodes on 30 items using the Survey of Teaching Effectiveness (STE). The experts also gave an overall rating of each lesson's quality. Additionally, I tallied statements of reinforcement as either specific or nonspecific and as either statements of approval or disapproval . An additional category was found during analysis: nonfunctional communication . I gathered quantitative and qualitative data with a one-page demographic survey and by individual interviews. Though the participants were unanimous in stating that the interns improved as teachers during the placement, no quantitative differences were found. Interns all experienced fulfilled expectations, effective preparation, capable application, increased professionalization, and successful induction. Cooperating teachers were agreed that their interns came into the placement prepared to be successful in student teaching.
Committee in charge: Harry Price, Chairperson, Music; Sharon Paul, Member, Music; David Doerksen, Member, Music; Roland Good, Outside Member, Special Education and Clinical Sciences

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14

Hamilton, Shirley. „An Investigation of Teacher Clarity Among Selected Student Teachers Involved in a National Competition“. The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391685163.

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15

Campbell, Jacqueline L. „Teaching interns' level of proficiency of the MoSTEP quality indicators at the beginning and completion of the teaching internship“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4305.

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Thesis (M.S.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 13, 2006) Vita. Includes bibliographical references.

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16

Liaw, En-Chong. „"How are they different?" a comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nativeship /“. The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.

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17

Miller, Catherine Marie 1959. „Teachers as problem solvers/problem solvers as teachers: Teachers' practice and teaching of mathematical problem solving“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282150.

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This study investigated the relationship among three high school mathematics teachers definitions and beliefs about mathematical problem solving, their problem solving practices and how they teach mathematical problem solving. Each teacher was interviewed three times and observed once during a problem solving lesson. Data comprised of transcriptions of audio tapes, field notes, and completed problem solving checklists were used to prepare the case studies. While the definitions, practices and teaching of the teachers varied, the findings were consistent within each case. The results suggest that how teachers are taught and what they learn as students are related to how they teach mathematical problem solving.

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18

Park, Sung Choon. „Teachers' perceptions of teaching for social justice“. Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211568529.

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19

Epps, Rebekah Barnes. „Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.

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20

Kasperbauer, Holly Jo. „Student teachers' perceptions of important characteristics of cooperating teachers“. Texas A&M University, 2005. http://hdl.handle.net/1969.1/4372.

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A challenge faced by agricultural educators across the country is a lack of qualified teachers entering the profession. The purpose of this study was to determine if there is a relationship between student teacher perceptions of the student teacher/cooperating teacher relationship and the decision to enter the teaching profession. Background/demographic characteristics were also examined to determine if relationships existed with the decision about entering teaching. These characteristics included gender, age, academic classification, race/ethnicity, previous agricultural work experience, and semesters of high school agricultural science courses completed. The target population of this study consisted of preservice agricultural education students at Texas A&M University. The sample consisted of 33 student teachers who completed their student teaching in the fall semester 2004. The instrument consisted of three parts. Part I of the instrument contained six background/demographic variables (gender, age, semesters of high school agricultural science courses completed, academic classification, race/ethnicity, and agricultural work experience). Part II of the instrument contained 14 items measuring student teacher perceptions of the student teacher/cooperating teacher relationship. For each item, participants were asked to indicate the importance of each characteristic and the current level of their cooperating teacher using a modified five point Likert-type scale. Part III of the instrument consisted of a single item, Ã¢ÂÂDo you plan to teach agricultural science when you graduate?Ã¢ÂÂ accompanied by a seven point response scale ranging from definitely yes to definitely no. There was no relationship found between the student teacher/cooperating teacher relationship and the decision to teach. However, a relationship was found between previous agricultural work experience and the decision to teach, as well as a relationship between the semesters of high school agricultural science courses competed and the decision to teach. By knowing how many high school agricultural science courses a student had completed, one could better predict the decision to teach. As a result of the study, the researcher recommends that agricultural education programs recruit students who have completed high school agriculture courses. High school agricultural science teachers should encourage their students to pursue careers in agricultural education.

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21

Thabede, Jacobeth Ntsebe. „Multicultural Teaching Competence as Perceived by Business Education Student Teachers“. Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-144932/.

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22

Schaad, Olivia Riesgo. „The impact of teacher collaboration on teachers' sense of efficacy“. Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185725.

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The purpose of this study was to determine the role of teacher teaming in school improvement efforts as reflected by teachers' expressions of their sense of efficacy and collaborative efforts. The exploratory, descriptive study involves 37 teachers in a Southwestern elementary school. Three instruments were used to gather data on teachers' sense of efficacy, team planning activities, and teacher perceptions and attitudes about collaboration in the major site: Teacher Efficacy Survey, a collaboration questionnaire, and voluntary interviews. The major findings show that: (1) Teachers express fairly high confidence in efficacy, especially with regard to their potential to impact student progress. (2) Teachers disagree with statements that the home is the sole determiner of student learning and progress. (3) Teachers report a high frequency of collaboration. This tendency was especially strong in the area of communication with other teachers and actual planning/teaching activities. (4) Variations in satisfaction levels are expressed by teachers in relation to collaborative team planning. (5) Teachers express a medium satisfaction level toward collaborative team planning. (6) Teachers perceive a feeling of empowerment based on involvement in decision making and communication. (7) Teachers do not perceive a positive or negative relationship with the district's organizational demands for teaming and express feelings of powerlessness and irrelevancy. (8) Teachers' perceptions toward student learning are positively influenced by collaborative team planning. (9) The evolution of the collaborative team planning project at the major site has progressed in four distinct phases. The major implication of this study is that it is necessary to foster and promote teacher collaboration in collegial activities to enhance their sense of efficacy toward student learning during school improvement or restructuring processes.

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Vail, Teresa M. „Teachers' professional development experiences: Implications for teaching practice“. Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/28.

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The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in their practice long after the requirements of the professional development have been met. The six respondents that participated in the inquiry were physical science educators who were teaching in four different high schools in Central California. The guiding research question was stated as: How does participation in physical science professional development impact teachers' professional learning and ultimately their practice? Three sub-questions were also explored: In what ways does physical science professional development impact teachers' pedagogical content knowledge over time? In what ways does physical science professional development impact teachers' curriculum decision-making processes over time? In what ways does physical science professional development support a teacher's professional learning over time? Collective case study methodology was used in order to acquire multiple perspectives on the processes of teachers' professional learning and how professional development experiences have impacted this process. From four cross-case analyses of interviews, classroom observations, and documents, six themes emerged elucidating the process of professional learning. The process of professional learning is "driven" by a constant desire to learn resulting in the participation in professional development experiences where bits-n-pieces of curriculum are incorporated into the teachers' practice supported by relationships and reflection. The pressure to conform to education policy tempers the entire process of professional learning. Lastly, the process of professional learning has produced teachers as leaders. Each aspect of the process of professional learning has been impacted by the respondents' participation in professional development. By engaging in the iterative process of professional learning described here, respondents are transforming their professional development experiences in order to learn from and about their practice over extended periods of time. As professional learners, the respondents act as change agents in their own practice, schools and learning communities. Based on the results, implications for practice and recommendations for further inquiry are also presented.

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Ryan, Patricia Mary. „Teacher candidate knowledge about effective teaching research /“. The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583621542.

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25

Agamuddin. „Relationship of teaching and occupational experience, teacher and technical training to vocational teachers' level of teaching effectiveness in Padang, Indonesia /“. The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658173381.

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26

Opperman, Julianne Radkowski. „Elementary teachers committed to actively teaching science and engineering“. Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722544.

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Committed elementary teachers of science and engineering, members of a professional learning community called Collaborative Conversations in STEM, were studied to elicit their perceptions of experiences that influenced their commitment to, and their pedagogical content knowledge of, STEM teaching and learning. The hermeneutic phenomenological interviews enabled the teachers to express their beliefs in their own words. Data analysis employed a theoretical framework that investigated teacher epistemology and knowledge in light of their experiences. Findings revealed a web of lifelong experiences unique to each individual, and evidential of the committed elementary scientist-teachers’ present day values, teaching epistemology, lifelong learning, and emotional and intellectual engagement. Scientist-teachers are individuals whose teaching and learning characteristics reflect those of scientists and engineers.

Evidence indicated that no single transformative learning experience resulted in those elementary teachers’ commitment to STEM teaching and learning, but recent professional development activities were influential. Formal K-16 STEM learning was not uniformly or positively influential to the teachers’ commitment to, or knowledge of, STEM.

Findings suggest that ongoing professional development for STEM teaching and learning can influence elementary teachers to become committed to actively teaching STEM. The Collaborative Conversations in STEM provided intellectual and emotional engagement that empowered the teachers to provide STEM teaching and learning for their students and their colleagues overcoming impediments encountered in a literacy-focused curriculum. Elementary teachers actively committed to teaching science and engineering can undergo further transformation and emerge as leaders.

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27

Van, Heerden Sene. „Newly qualified teachers ‘classroom practices as supported by initial teacher education“. Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2870.

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Thesis (MEd)--Cape Peninsula University of Technology, 2019.
The objective of initial teacher education is to prepare teachers to teach effectively in schools. The quality of schools of a country depends on the quality of teachers (Femin-nemser, 2001). Provision of good teachers is, thus, crucial for the quality of teaching in schools. This research seeks to explore newly qualified teachers experiences of learning to teach and how it supports their classroom practices. A mixed method study with an interpretivist emphasis was conducted with teachers, who were in their first year of teaching. Data generation ensued through questionnaires and discussions whereby only some aspects of these were used to complement the main data generation which was the focus groups. Pedagogic Content Knowledge is a knowledge base that allows teachers to effectively pass their content knowledge on to students. Drawing on existing literature, a conceptual framework was developed. The study used the content analysis method where data was categorised according to the themes. The findings show that the Newly Qualified Teachers found their Initial Teacher Education to have had both positive and negative influences on their classroom practices. The heavy administrative duties, adapting to school contexts, relationships with people of influence like lecturers during Initial Teacher Education and mentor teachers, teaching practice (which had the most profound influence on their classroom practice) and the professional knowledge and skills as taught during Initial Teacher Education all played a part in supporting the classroom practices of Newly Qualified Teachers. The implications for policy makers, initial teacher education providers and mentor teachers therefore suggest some adjustment to the structure of Initial Teacher Education programs that would enable improving the development of Pedagogic Content Knowledge including enhanced involvement of schools in Initial Teacher Education to support classroom practice of Newly Qualified Teachers.

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28

Papastamatis, Adamantios. „Teaching styles of Greek primary school teachers“. Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.

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29

Long, Nana. „Teacher autonomy in a context of Chinese tertiary education: case studies of EFL teachers“. HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/103.

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This thesis reports on a multiple case study of four EFL teachers’ long-term development of autonomy in a particular Chinese mainland university. Each teacher was selected as a holistic case because of their variations in dispositions, backgrounds, experiences, and trajectories of development. It addresses three major research questions: 1) How do the teachers control over the multiple aspects of their teacher work across time and contexts? 2) What are the major individual and contextual factors that facilitate and constrain the development of teacher autonomy? 3) How do teacher identities affect the development of teacher autonomy? The study adopted many narrative forms of data collection instruments, including (auto)biographies, interviews, casual conversations, questionnaire, complemented by classroom observations, staff meeting observations, and documents, in order to understand teacher autonomy from the lived experiences of the four teacher participants throughout their careers and lives. By examining the concept of teacher autonomy through the lens of teacher identity, this study analyzed how four teacher participants exercised different degrees of autonomy at different stages of their teaching, research, and administrative roles. It provides a holistic picture of zigzagging pathways towards teacher autonomy across the whole course of their careers. It then discussed how the teachers’ autonomy was facilitated and constrained by contextual and individual factors across time. Based on the findings, this study proposes a conceptual framework to illustrate the close relationship between teacher identity and teacher autonomy, and this relationship’s dynamic and unstable nature across time and contexts. It also suggests there is an urgent need for teacher autonomy scholarship to broaden its scope by moving beyond language teaching and learning to more crucial aspects of language teachers’ daily work and to explore the development of teacher autonomy in a long-term process.

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Mehmetlioglu, Deniz. „Investigating The Readiness Of Preservice Mathematics Teachers Towards Teaching Profession“. Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612270/index.pdf.

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The aim of this study was to investigate to what extent the preservice teachers perceived that they were ready for the teaching profession and the differences in preservice teachers&rsquo
readiness based on the year in the teacher education program, gender, high school type (teacher education high school or other), and existence of a teacher in the immediate family. The study was conducted at the Elementary Mathematics Education programs of universities in Ankara, Burdur, Bolu, Gaziantep, Izmir, Samsun and Sakarya in the spring semester of 2009-2010 academic year. The data were collected from 728 third and 4th year preservice mathematics teachers. Readiness of preservice mathematics teachers was assessed with a readiness scale which was developed by the researcher in the fall semester of 2009-2010 academic year. Data were analyzed with descriptive and inferential statistics. The results indicated that preservice mathematics teachers did not perceive their readiness at a high level. There was a significant difference in readiness scores for 3rd year preservice mathematics teachers and 4th year preservice mathematics teachers. It was found that the readiness of 4th year preservice mathematics teachers were significantly higher than the readiness of 3rd year preservice mathematics teachers. On the other hand, the results showed that there was no significant difference in readiness scores for female preservice mathematics teachers and male preservice mathematics teachers. Similarly, there was no significant difference in readiness scores for preservice mathematics teachers graduated from teacher education high school and preservice mathematics teachers graduated from other high school types, and between existence of a teacher in the immediate family of preservice mathematics teachers and nonexistence of a teacher in the immediate family of preservice mathematics teachers. Findings of the study indicated the need for improving the practice courses in order to increase preservice teachers&rsquo
readiness for the profession.

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Dupree, Kami M. „Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments“. DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7535.

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This study used a multiple case study design to explore the occurrence of pivotal teaching moments, teachers’ responses to these moments, and teachers’ own perceptions of the impact of these moments on their own knowledge development. The participants were six practicing secondary mathematics teachers. The researcher collected data from teacher created lesson plan outlines, observations of the same lesson delivered to two different classes, participant interviews, and teacher reflection journals. The researcher reviewed the lesson plan outlines prior to observations to understand teachers’ anticipations. During observations, the researcher recorded observed pivotal teaching moments, corresponding teacher responses to these moments, and instructional changes between the two observed lessons. Interviews allowed the researcher to identify in-the-moment teacher thinking and teachers’ motivations for their responses. Teacher reflection journals provided insights related to teachers’ classroom actions and learning. The results confirmed and built upon existing classifications of pivotal teaching moments and teachers’ responses, while also identifying seven themes related to teacher motivations for their responses. Teachers’ perceptions of changes in their own knowledge base occurred for their content knowledge as well as their pedagogical content knowledge. Future research should explore how pivotal teaching moments are created, how teacher-student interactions shape teacher knowledge development, and examine the role of teachers’ reflections about their practice in their knowledge development

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Ho, Suk-ping Angela. „Changing teachers' conceptions of teaching as an approach to enhancing teaching and learning in tertiary education /“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20263508.

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33

Couch, Kathryn. „Math Teachers' Experiences Learning and Teaching Math“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2280.

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Abstract In a charter school in the Southwest United States, elementary students were struggling to attain proficiency in math and have been failing to meet the standards in math on the Arizona Instrument to Measure Standards test. As a result, these students may not have been prepared for more advanced math courses as they continued their schooling, and this failure to attain proficiency in math may continue to impact the school's ability to make adequate yearly progress. The purpose of this explanatory case study was to explore the perspectives of elementary math teachers toward teaching math, their preparation to teach math, and the possible influences they may have on their students' math skills development. The theoretical framework was self-efficacy theory. Data were gathered through questionnaires completed by 5 participants teaching kindergarten through 5th grade and through the investigation of archival data of their students' achievement test scores. Emerging themes were coded to record and organize relevant information. The participants indicated that they did not feel prepared to teach elementary math when entering the classroom after their teacher preparation programs and that they want to gain more content knowledge and learn more strategies to teach math. Social change may occur as the elementary math teachers are given a voice concerning the teaching of math, and this voice could be used in producing staff development and improving instruction.

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Olson, Derek Jon. „Exemplary Teachers' Perspectives on Effective Teaching Elements in Danielson's Framework for Teaching“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1799.

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Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson's Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson's framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research questions examined to what extent state and national teachers of the year perceive differences in the importance to effective teaching and learning across each of Danielson's 4 domains and across the elements within those domains. A quantitative single-factor within-subject design was utilized. Framework for Teaching Survey importance ratings obtained from state teachers of the year for the past 6 years (N = 350) were compared using repeated measure one-way analysis of variances). Significant F values were followed by the Fisher Least Significant Difference Test to determine the domains or elements that significantly differ from one another. Significant differences in the importance ratings were obtained across each of the 4 domains. The instruction domain was rated most important followed by classroom environment, planning and preparation, and professional responsibilities. Findings may facilitate positive social change by enabling schools, districts, and states to more accurately evaluate teachers and devote limited professional development resources to domains and elements with the greatest potential for improving teacher quality.

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Liefshitz, Irene Anastasia. „When Teachers Speak of Teaching, What Do They Say? a Portrait of Teaching From the Voices of the StoryCorps National Teachers Initiative“. Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461032.

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There is a significant lack of educational research in which teachers’ talk about teaching is not mediated by researchers. In the public sphere, teachers’ voices rarely reach us unfiltered by the media, union and school district representatives, education reformers, and policymakers. What if we could listen to teachers talk about teaching unconstrained by any topic or agenda, in a conversation initiated by them? The StoryCorps National Teachers Initiative (SCNTI) provides an unparalleled opportunity to answer this question. In 2011-2012, hundreds of teachers talked about teaching with someone significant to them. Listening to these conversations enables understanding of teaching from the perspective of those doing the work, in their own voice. This study addresses the meanings and conceptualizations of teaching articulated by teachers. Three basic assumptions guide this research. First, because teaching is an uncertain craft (McDonald, 1992), I suggest poetics of teaching (Hansen, 2004) as a listening lens. Second, because the experiences of teaching are expressed in conversation, I suggest a prosaic approach to language (Morson & Emerson, 1990) which considers form and function. Third, I conceptualize teacher voice as a source of knowledge about teaching and the phenomenon by which we can comprehend its humanity, uncertainty, and unfinalizability (Bakhtin, 1981). Building on this conceptual framework, I propose a unique empirical approach to studying teacher voice: a synthesis of hermeneutics, metaphor analysis, and portraiture. The answer to the question When teachers speak of teaching, what do they say? is in the form of a portrait, a portrait of teaching composed of teachers’ voices. I find that teachers talk about four essential human phenomena: love, learning, power, and purpose. Within these constructs, I provide a critical interpretation of teacher talk about teaching that illuminates the complex and varied nature of teaching work. This study privileges teacher voice—literally and epistemologically—and presents research as an act of listening. It transmits and amplifies teacher voice to constitute a refreshed and reexamined cultural record (Lamothe & Horowitz, 2006) of teaching. And as critical interpretation of human experience, this research invites participation: a response to teacher voice.
Education Policy, Leadership, and Instructional Practice

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Brockway, John S. „Culturally responsive teaching a resource guide for teachers /“. [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/JBrockway2005.pdf.

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37

Johnson, Pauletta J. „K-6 Classroom Teachers' Perceptions of Effective Teacher Education Programs“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1374.

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The demands placed upon stakeholders of the public education system have become more and more compelling with each passing year. With the success of schools and students at stake, it is imperative to examine multiple facets of the public education structure. One of the most important aspects of this process is the development of preservice teachers entering the classroom. This study initially chronicled the history of teacher education and state licensure. Subsequently, standards enforced by the Tennessee Department of Education and National Council for Accreditation of Teacher Education were also explored to gain information about the guidelines and criteria required for accrediting teacher education and licensure programs. Further information in regard to teacher education was examined through current trends and issues that affect classroom teachers. The teacher education program criteria from 6 Tennessee higher education institutions were also reviewed. The purpose of this qualitative study was to examine the perceptions of classroom teachers about effective higher education programs. Twelve K-6 classroom teachers with 5 or fewer years of teaching experience were interviewed to gain insight about the opinions of effective components of teacher education programs. This information was examined to explore specific program requirements. The analysis of the data collected in this study introduced several themes and common patterns. Most commonly, participants expressed the importance of a substantial field experience within the teacher education program. The value of relating content and theoretical approach to the practical application of the classroom was also noted as a priority. Participants reported the most effective teacher education programs as those that formulated a realistic portrayal of the classroom setting. These responses illustrated the significance of a hands-on approach to teacher education training and development.

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Nelson, Michael Jay. „The Effects of Classroom and Field Experiences with Technology on Preservice Teachers’ Beliefs and Teaching Practices“. The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585946911420285.

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39

Low, Janie Chinami Matsumoto. „Classroom management inservice for beginning teachers“. Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3325.

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The purpose of this study was to expand and clarify the understanding of how an inservice training program which incorporated research-based classroom management principles and practices combined with coaching techniques would enable new teachers to reduce class rates of off task behavior and feel more self-efficacious about their classroom management skills. Data on the occurrence of three categories of off task behavior for students in 6 classrooms in a single school district in central California were collected during pre-treatment and post-treatment conditions and during a maintenance condition for experimental group classes only. During the interval between the two conditions, the 3 experimental group teachers participated in an inservice training program developed by the investigator. The classrooms were paired, 1 experimental and 1 control, within schools for grade level and the teachers' years of experience. Information from pre-questionnaires and post-questionnaires/interviews was used to assess the teachers' feelings of self-efficacy related to classroom management and the effects of participation in the inservice training experiences on those feelings of self-efficacy. A descriptive analysis of the observation data did not indicate a positive effect from the inservice training experiences from either baseline to post-treatment or post-treatment to maintenance observations. However, information from the post-questionnaires/interviews indicated that the 3 experimental group teachers strongly felt that the inservice training experiences had positively affected their feelings of competence and control in the classroom. A possible reason for the conflicting findings may have been that the inservice experiences helped the teachers to reconceptualize their beliefs and expectations about classroom management. This study supports the hypothesis that inservice training which incorporates research-based practices of effective classroom management and coaching techniques embedded in a collegial approach result in the improvement of teachers' feelings of self-efficacy. This study recommends that beginning teachers, especially in inner-city schools, desperately need psychological support as well as personalized inservice training in effective teaching and classroom management methodology during their early years in teaching.

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Mittelberg, Julia A. „Challenges elementary teachers face when teaching military-connected students“. Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18127.

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Doctor of Philosophy
Curriculum and Instruction Programs
Paul R. Burden
Military-connected students are a highly mobile population who undergo a great deal of stress in their lives. These factors can overflow into life in the elementary classroom, causing challenges for teachers. This study looked at the percieved challenges elementary classroom teachers face when working with military-connected students in one public school district with schools located on a military base and other schools near it. A Likert-type survey of questions was created and administered to teachers using an online survey tool. The survey was sent to elementary teachers working in schools in one public school district in the Midwestern United States with a garnered response rate of 42.2% (n=68). The schools in the district were located in a city near and on a military base. The study used exploratory factor analysis, descriptive statistics, independent samples t-tests, an ANOVA, and step-wise regression analysis procedures to answer the research questions regarding the challenges teachers face when working with military-connected students. The results of the study indicated that the number of years a teacher has been teaching influences their perceptions of challenges regarding military-connected students. In addition, teachers indicated that helping students catch up academically, supporting them emotionally, and family/parent issues are the top challenges when working with elementary military-connected students.

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Mytton, Elizabeth. „Legal education : experiencing the dynamics of law teaching“. Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341612.

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42

Cattini-Muller, Stella. „A different way of being supply teaching in special schools /“. London : Mandaras Pub, 2004. http://www.mirandanet.dial.pipex.com/ftp/differentwayofbeing.pdf.

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43

Shedlock, Nancy Samar. „Teaching teachers on the topic of GLBT issues| The current condition of teacher education programs“. Thesis, Alfred University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3593441.

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Sexual minority students are targets of bullying and experience negative mental health and academic outcomes. Although teachers report positive attitudes towards the needs of sexual minority students, they do not feel prepared to effectively support such students. This study investigated the current ways in which teacher education programs integrate the topic of GLBT needs into the educational experience of pre-service teachers and factors that may affect the integration of the topic. Twenty directors of teacher education programs participated in phone interviews. Some information was also collected from institution and federal websites.

The results indicate that approximately half of teacher preparation programs expect pre-service teachers to develop GLBT related competencies prior to graduating, although very few assess these competencies. Pre-service teachers are most likely to learn about GLBT issues as they relate to family structures, bullying, and literature in a variety of education related courses. Hands-on experiences are limited, with few programs reporting a presence of GLBT faculty or students, few experiences with GLBT issues in the field, and few opportunities to engage in research on GLBT related topics. The results indicate no significant difference in the interview answers by institution type or program accrediting body. The institution's Carnegie Classification, student population, percent of the institution's students enrolled in the education program, and percent of ethnic minority students and faculty in the program were found to have relationships with factors extracted from the questionnaire. The results and implications for teacher education practices are discussed.

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Forbes, Helen. „Clinical teachers’ experiences of nursing and teaching“. University of Sydney, 2007. http://hdl.handle.net/2123/2060.

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Doctor of Philosophy (PhD)
Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.

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Delli, Dane A. „The predictive validity of the Teacher Perceiver Interview on the teaching performance of classroom teachers /“. The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1294836802.

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46

Gallimore, Laurene Elizabeth. „Teachers' stories: Teaching American Sign Language and English literacy“. Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284188.

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Educators have long recognized that the average deaf high school graduate achieves only a third to fourth grade level education. Because of the low achievement of deaf children in America, there has been a growing interest in the concept of educating deaf children bilingually, acknowledging the value of American Sign Language (ASL) and English in the classroom. In recent years, there has been a move in the field of deaf education in Europe, Canada, and the United States toward the adoption of a bilingual-bicultural (BiBi) model for language and literacy instruction for deaf students. However, because very little research has been done on ASL/English instruction and methodology, Fernandes (1997, p. 2) states, "There is ongoing reluctance in the United States to capitalize on deaf children's bilingual, bicultural capacities in promoting literacy and competence." Although several research studies have investigated the relationship between ASL and English literacy acquisition and have provided strong theoretical support for educating Deaf children bilingually, there is still a lack of study on practical strategies or "how-to's." Furthermore, the teacher-training programs in Deaf Education historically have not attracted potential applicants with fluent ASL skills and knowledge of bilingualism and literacy. Most of the programs strongly emphasize medical-pathological views rather than appropriate pedagogies that access and build upon deaf students' linguistic and cultural knowledge. Hence, this dissertation addresses practical strategies for teaching deaf students by analyzing teachers' retrospective stories on their experiences with implementing a new bilingual model in their classrooms. As adapted from Livingston's claim in her book, Rethinking the Education of Deaf Students (1996), in light of our goals, we wish to address the dire need for prospective teachers and teacher educators to rethink their views of us, Deaf people, and in doing so, rethink the theoretical underpinnings of their teaching methodologies in teacher education programs and schools.

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Pike, Freddie Raymond. „Designing a Bible teaching skills course for adult teachers“. Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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48

Good, J. Daniel. „Preservice teachers' motivation for choosing teaching as a career /“. The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487843314696912.

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49

Altun, Zuhal Dinç. „Exploring teaching strategies of Turkish primary teachers in music education“. Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/30883.

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Contemporary literature suggests that there is a growing body of research in music education, however, research on the teaching processes and effective teaching strategies of primary teachers in teaching music is highly limited and highlights the need for qualitative research in the pedagogy of music. Thus, with reference to music as one of the foundation subjects of the Turkish primary curriculum, this study aims to investigate primary teachers' teaching strategies in Turkish primary classrooms. In the study the 'qualitative' research approach was adopted in order to fulfil the aims and objectives of the study. The study was carried out in two state primary schools in Turkey. A total of six primary school teachers with different educational backgrounds participated in the study. As one of the research instruments, a semi-structured interview schedule was prepared and participant teachers were interviewed regarding their perceptions about music education and experiences in the classrooms. As a second means of data collection, classroom observation was used as an instrument. Each teacher was observed during their music lessons for a period of two hours (two lessons). The analysis of the qualitative data suggests that there are ranges of factors influencing teachers' music teaching activities in negative ways in classrooms. Negative factors influencing the classroom were found to come from the students, curriculum, lack of teacher competencies, inadequate facilities and resources for music education, limited support from parents, and the negative effects of audiovisual media. Data obtained from classroom observations reveal that although teachers employ a range of teaching strategies in music lessons, there is limited variety in the type of strategies used. In all the music classes similar practices could be seen. The findings suggest that in the field of music education teachers need more support in improving their pedagogical skills in teaching music as well as their technical skills in the subject. It is suggested that due to the lack of confidence and competence of primary teachers, music specialist teachers should be assigned to the task of delivering music curriculum. In addition, it is recommended that education faculties should take a more active role in training teachers, and more in-service training activities should be provided for teacher development in music education.

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Reighart, Penelope Rucker. „A questionnaire to assess preservice teacher beliefs about teaching /“. The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495854.

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Dissertationen zum Thema „Teachers Education Teaching“

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