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Dissertations / Theses on the topic 'Pre-Service Classroom Teachers'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Gardner, David. "Motivating Pre-service Teachers to Incorporate Technology Into the Classroom." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500101/.

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Technology integration into the classroom is a multi-faceted and complex topic. One factor that can have an effect on a teacher's incorporation of technology into their classroom is pre-service teacher technology training. In this research study the ARCS instructional design model was applied to a pre-service teacher technology course in the hopes of motivating course attendees to both learn about technology incorporation and to incorporate technology into their future classrooms. The ARCS instructional design model that relies on the motivational sub-components of attention, relevance, confid

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2

Al-Malki, Moza. "Assessing Classroom Performance of Pre-service English Language Teachers in Oman." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/371951.

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In recent times, more attention has been directed towards identifying international trends and ‘best’ practice for assessing pre-service teachers’ classroom performance. Previous attempts to assess Oman’s preservice teachers were based on adopting a psychometric/measurement assessment practice, whereby performance was measured by grades. Such an approach, in recent times, has been viewed as being fundamentally flawed in its attempts to measure pre-service teachers’ classroom practices. This is primarily due to its inability to authentically assess teacher’s learning in the classroom setting. F

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3

Simco, Neil Peter. "An investigation into the classroom activity generated by pre-service teachers." Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246104.

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4

Peyper, T. J. (Tamrynne Jean). "A study of perceived classroom language proficiency of pre-service teachers." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/43222.

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In the South African context, it is currently assumed by most role players in education that teacher graduates are proficient in the medium of instruction they will use once they start their careers. This may be a reason why currently there is no mandatory testing of teachers‟ language proficiency. Due to social, economic and historical factors, English has become the medium of instruction at most educational institutions in South Africa, yet less than 10% of the population speak English as a home language. Consequently, an overwhelming number of learners are being taught in a language

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Parody, Merino M. (María). "Pre-service kindergarten teachers’ perceptions and attitudes towards ICT in the classroom." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706022424.

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The aim of this study is, first, to analyse how pre-service teachers perceive ICT as a tool that supports learning and their attitudes towards ICT. Analysing how pre-service kindergarten teachers see technology in the classroom. I seek to find challenges when pre-service kindergarten teachers believe technology might impede their teaching, problems that can cause the use of it and limitations. Discover what their negative and positive perceptions towards ICT are and their general impression about ICT. I explore and detect the differences between students’ attitudes from first year and after t

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McIlquham, Victoria. "Pre-service Teachers’ Knowledge, Attitudes, and Perceptions of Gender in the Classroom." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/honors/559.

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This qualitative study examined the knowledge of gender definitions and attitudes toward gender that pre-service teacher candidates possess. Participants were students in an undergraduate elementary education program at a southeastern university. The participants responded to an open-ended paper survey. The survey consisted of questions asking about the definition of gender, gender roles, perceived differences between boys and girls, as well as plans for their future classrooms. Data was analyzed through a qualitative lens with the development of codes, categories, and themes. Responses varied

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Dogan, Sumeyra. "An Investigation Of Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610673/index.pdf.

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The purpose of this study was to investigate the nature of changes in preservice elementary mathematics teachers&rsquo<br>views and reflections about elementary mathematics classes based on their observations in School Experience I and School Experience II courses. Specifically, this study investigated pre-service elementary mathematics teachers&rsquo<br>views and reflections about instruction, assessment, and classroom management issues in elementary mathematics classes based on their observations in School Experience I and School Experience II courses. The sample consisted of 19 pre-s

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8

Durbin, Dayna N. "The Effects of Pre-Service Training on Collaboration Between Classroom Teachers and Media Specialists." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/426.

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An electronic survey of 40 elementary teachers of the Chapel Hill-Carrboro City Schools district in the Triangle area of North Carolina was conducted to determine the effects of pre-service training on how often teachers collaborate with school library media specialists. Teachers were asked if they had received training in the media center and collaborating with media specialists, and were also asked to report the number of times they had collaborated in the previous semester. Although a statistical relationship between the amount of pre-service training in collaboration and frequency of colla

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Yang, Chi-cheung Ruby. "Second language classroom interaction patterns an investigation of three case studies of pre-service teachers /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41290896.

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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

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Kellerman, Jessica. "The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65436.

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Language is central to all teaching and learning. The ability to communicate effectively, and more specifically during instruction is one of the key competencies beginner teachers should develop. While English is the home language of ±10% of South Africans, the majority of learners are taught in English from Grade 4 onwards, many of their teachers being non-native English speakers themselves. The English proficiency level of most South African teachers has been identified as problematically low by a number of researchers. This study aimed to investigate the nature of Classroom English and the

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12

Laura, Miller T. "Exploring the Attitudes and Dispositions of Pre-Service Teachers Toward Culturally Responsive Practices." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586615144961001.

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13

Holdaway, Alex S. "Evaluating the Effects of a Formative Classroom Management Coaching Program for Pre-Service Teachers." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1500565483566359.

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14

Naruemon, Darett. "Thai pre-service teachers' beliefs about the learner-centred approach and their classroom practices." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2428.

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The learner-centred approach has been widely used, not only in general education, but also in language teaching, since the 1960s. However, the meaning of this approach has been interpreted differently by practitioners. Since 1999, the educational reform in Thailand, which was inspired by the 1997 Constitution and the 1999 Thai National Education Act, has made it mandatory for the learner-centred approach to be applied to teaching at all levels. To date, much research on the implementation of the learner-centred approach by in-service teachers has been undertaken. However, little research has b

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Theaker, Sherri L. "Pre-service Teachers Attitudes Toward Integration: Does a Student Teacher Placement in an Integrated Classroom Make a Difference?" Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210193393.

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Moe, Martin Swen. "Learning, knowing, and doing classroom assessment: exposure and understanding rates of assessment knowledge among elementary pre-service teachers." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3352.

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The use of assessments and assessment results is critical to classroom instruction. Teachers use the information gathered from assessments to guide instruction within their classrooms and to otherwise inform their judgment in areas of the curriculum requiring individual and group-based responsiveness and differentiation. Much time and care go into preparing teachers to be able to instruct from the standpoint of a specific content area and age level. Unfortunately, this preparation does not always extend itself to understanding various assessment practices. The teaching of assessment practices

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Black, Jillian. "Pre-Service Teachers' Responses to Student Behavior in a Mixed Reality Environment." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1402474127.

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18

Call, Ian. "Secondary pre-service teachers' knowledge and confidence in dealing with students' First Amendment rights in the classroom." [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002339.

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Cîrlan, E. (Elena). "A comparison study of Finnish pre-service and in-service teachers’ perceptions regarding the ethicality of the classroom assessment." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706022425.

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The assessment is a demanding and important activity which has a significant impact on students’ learning and motivation (White, 2009; Brookhart, 1993, 1994), curriculum development, and the teaching process as a whole (Harlen, 2007; Lyon, 2013). Since the teachers play a central role in deciding upon assessment techniques and grades, it is their responsibility, in the first place, to assure that the assessment is versatile, feasible, fair, and ethical. Consequently, pre-service and in-service teachers’ assessment training and knowledge concerning the assessment ethical codes and guidelines ar

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Wade, Bussey Sahirah Fatin. "Pre-Service Art Teachers and the Use of Feminist Curriculum and Pedagogy in the Art Classroom." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/18.

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

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Wilcox, Virginia Bowman Boyd Pamela C. "A longitudinal comparative study examining frequency and types of technology usage between practicing classroom teachers and pre-service education majors." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/WILCOX_VIRGINIA_2.pdf.

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Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.

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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific t

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Reavis, Lauren J. "Art teacher preparation for teaching in an inclusive classroom a content analysis of pre-service programs and a proposed curriculum /." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-07072009-215223/.

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Thesis (M.A. Ed.)--Georgia State University, 2009.<br>Title from file title page. Melody Milbrandt, committee chair; Melanie Davenport, Kevin Hsieh, committee members. Description based on contents viewed Feb. 22, 2010. Includes bibliographical references (p. 73-78).

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Short, Selena Gutierrez. "An Analysis of EC-4 Pre-Service Teacher Perceptions of Knowledge and Use of Classroom Discipline Techniques." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5212/.

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The purpose of this study was to examine the perceptions of pre-service Texas Wesleyan University teachers' knowledge and use of classroom discipline techniques. The study was conducted to obtain data utilized for the evaluation of the research questions. A non-experimental, mixed research design using survey methodology was used. Part one of the Allen Classroom and Discipline Management Instrument (ACDMI) consisted of demographic information: current position, ethnicity, level of education, gender, age, teaching certification obtained, teaching certification anticipated to be obtained, type

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Leung, Pamela Pui-wan, and n/a. "On Becoming a Chinese Language Teacher: Pre-Service Teachers' Perceptions of Chinese Learning and Teaching, and their Classroom Practices in Hong Kong." Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051103.122245.

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The continual decline of Chinese proficiency has caused serious concerns in Hong Kong. Although most Hong Kong people speak Chinese as their first language, they have not been strongly motivated to learn it in part because of the socio- economic status of English, and in part because of the discrepancies between the spoken and the written forms of Chinese. The absence of a link between the spoken dialect (Cantonese) and the written Modem Standard Chinese language (based mainly on the syntax of Mandarin) makes the learning of Chinese in the 'trilingual' (Cantonese, Mandarin and English) and 'bi

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Leung, Pamela Pui-wan. "On Becoming a Chinese Language Teacher: Pre-Service Teachers' Perceptions of Chinese Learning and Teaching, and their Classroom Practices in Hong Kong." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365523.

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The continual decline of Chinese proficiency has caused serious concerns in Hong Kong. Although most Hong Kong people speak Chinese as their first language, they have not been strongly motivated to learn it in part because of the socio- economic status of English, and in part because of the discrepancies between the spoken and the written forms of Chinese. The absence of a link between the spoken dialect (Cantonese) and the written Modem Standard Chinese language (based mainly on the syntax of Mandarin) makes the learning of Chinese in the 'trilingual' (Cantonese, Mandarin and English) and 'bi

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27

Alblaihed, Munthir Abdullah. "Saudi Arabian science and mathematics pre-service teachers' perceptions and practices of the integration of technology in the classroom." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24046.

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This study was conducted to explore the Saudi Arabian science and mathematics primary school pre-service teachers’ perceptions and practices of the integration of technology in the classroom. As their practice takes place within two different institutions (University and school) each has its own policy and agenda, the complexity of their practice environment rises and the context might become problematic. Thus, both personal and contextual factors within these two institutions were explored to draw a whole picture of the issue according to the sociocultural theory as the theoretical framework

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Alsana, Norah. "FEMALE SAUDI PRE-SERVICE TEACHERS’ COMPETENCY IN INFORMATION LITERACY, PERCEPTIONS OF FUTURE CLASSROOM PRACTICE, AND THE ROLE OF LIBRARIANS." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1334.

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AN ABSTRACT OF THE DISSERTATION OF NORAH OMAR ALSANA, for the Doctor of Philosophy degree in CURRICULUM & INSTRUCTION, presented on March 2017, at Southern Illinois University Carbondale. TITLE: FEMALE SAUDI PRE-SERVICE TEACHERS’ COMPETENCY IN INFORMATION LITERACY, PERCEPTIONS OF FUTURE CLASSROOM PRACTICE, AND THE ROLE OF LIBRARIANS MAJOR PROFESSOR: Dr. John McIntyre The purpose of this concurrent triangulation mixed- method study is to identify pre-service teachers’ competency and future classroom practice regarding information literacy. Another purpose was to identify pre-service teachers

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Van, den Berg Femke Marij. "Promoting culturally relevant pedagogy amongst pre-service teachers : A systematic literature review on how pre-service teachers in teacher education programs can develop culturally relevant pedagogy that enables them to establish a classroom environment that suits the needs of all learners." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Skola på vetenskaplig grund, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35569.

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This century is characterized by an increasing pace of globalization and migration that results in an increased diversity of classroom populations in Western countries. However, the teacher workforce still consists mostly of white females that come from different cultural backgrounds than their students, and who seem to lack the skills to respond to diversity in the classroom effectively. This raises the question of how the cultural mismatch can be overcome. The aim of this research is to explore how pre-service teachers can develop culturally relevant pedagogy, so they can establish a classro

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Ngo, Sarah Marie. "Reading Aloud to Bilingual Students: Examining the Interaction Patterns Between Pre-service Elementary Teachers and Bilingual Children in the Context of Small Group Read Alouds in Maintstream Classroom Settings." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2528.

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Thesis advisor: Curt Dudley-Marling<br>Federal legislation now requires that all children participate in large-scale, statewide assessments in English in an effort to increase accountability and bolster student achievement (Abedi, Hofstetter, & Lord, 2004; Hass, 2002). Students labeled as "English language learners" (ELLs) consistently score dramatically lower on English language and literacy assessments than their native speaking peers (Au & Raphael, 2000; National Center for Educational Statistics, 2011). Additionally, most mainstream teachers are not adequately prepared to meet the

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Harney, Kristin. "Portraits of pre-service classroom teachers: exploring intentions to integrate music through the lens of the theory of planned behavior." Thesis, Boston University, 2014. https://hdl.handle.net/2144/11011.

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Thesis (D.M.A.)--Boston University<br>The primary purpose of this short-term study was to examine pre-service classroom teachers' intentions to integrate music in their future classrooms. Using the theory of planned behavior (Fishbein & Ajzen, 2010) as a framework, and embedded, multiple-case study design, I developed case studies of six pre-service classroom teachers enrolled in a music methods class. I identified changes in their perceptions of music integration, changes in their attitudes toward music integration, changes in their perceptions of subjective norms, and changes in their percei

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Alenazi, Fatimah. "The Influence of TPACK on the Perceptions of Al-Jouf University’s Pre-Service Mathematics Teachers’ Future Use of Technology in the Classroom." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1742.

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This study investigated the effect of pre-service teachers' perceptions of TPACK on their use of technology in their future classrooms. The participants of the study were 200 pre-service teachers enrolled in mathematics preparation programs at Al-Jouf University. Instruments used to collect the data were: a TPACK questionnaire-based survey and a semi structured interview. The results of this study indicated that preservice math teachers' perceptions are high in three domains which are TK, PK and TPK respectively and moderate in CK, PCK, TCK. The study also revealed that demographic factors wer

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Heyworth, John Nathan. "A study on the impact of a music looping technology intervention upon pre-service generalist teachers’ self-efficacy to teach music in primary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2144.

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In Australia, in the current climate of economic rationalism in which there has been an increasing emphasis on literacy and numeracy, funding for specialised subjects like music has been reducing. As a result, generalist classroom teachers are being given more responsibility for delivering effective music education in primary schools. However, the time dedicated to training pre-service teachers in music education in tertiary institutions has diminished. Further, time constraints involved in building pre-service knowledge and skills in teaching music may impact many pre-service teachers’ belief

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Davis, Bradley John. "How Do Challenging Classroom Behaviors in a Simulated Reality Environment Affect Self-Reported Stress and Psychological Responses of Pre-Service Teachers with Low and High Teacher Self-Efficacy." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626105284506251.

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Anderson, Jane Hager. "What else is in the computer classroom? : a constructivist interpretation of pre-service teachers' texts on their experiences with and receptivity to educational computing /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487842372897676.

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Cason, Marti B. "Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248492/.

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This dissertation examines elementary teacher candidates' perceptions of hip-hop culture and utilizing hip-hop pedagogy in a mathematics classroom. This study demonstrates how elements of hip-hop may be integrated into an elementary mathematics methods course to develop pedagogical knowledge that challenges teacher candidates to explore the benefits of utilizing hip-hop as a tool in the classroom. This study contributes to the growing body of research that investigates the use of hip-hop pedagogy in educator preparatory programs. Participants in this study were teacher candidates at a large

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Millar-Figgins, Rosemary. "Classroom incidents and the critically reflective Pre-service teacher." Thesis, Millar-Figgins, Rosemary (2015) Classroom incidents and the critically reflective Pre-service teacher. Masters by Research thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/29025/.

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This research investigates the role of critical reflection in helping pre-service teachers understand and respond to classroom incidents encountered during their final professional experience before becoming fully qualified teachers. Participants in the research were pre-service teachers whose teaching degree had a strong focus on the role of critical reflection in teaching. The research focused on the extent to which participants consciously engaged in critical reflection to inform their practice, especially in relation to their responses to classroom incidents, their capacity to question the

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Pieterse, Carl. "Pre-service teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14499.

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This study explores pre-service student teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms. It includes student insights into the strategies that lecturers employ as they manage the complexities of diversity in university classrooms. The research is located in the realm of diversity education and diversity pedagogy and is contextualized against the backdrop of the historical and socio-political climate in South Africa. The challenging consequences of the desegregation of educational institutions in a post-apartheid South Africa has resulted in the

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Phillips, Lee E. "Pre-service teachers' attitudes toward the use of inclusive classrooms /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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Camilleri, V. "Virtual worlds in pre-service teacher training : classroom technology acceptance and behavioural change." Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/a011c326-4b55-4297-a91c-be057954f08b/1.

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Human behaviour in educational contexts can be facilitated and supported by technology enhancements. This thesis considers a virtual 3D world as one such technological enhancement and explores its use in supporting technology acceptance in pre-service teacher education. The adaptation of different educational technology tools can often be challenging for teachers due to negative perceptions, lack of experience and a fear of technology. This thesis investigates the role that immersion within virtual environments can play to change perceptions, increase experience with and overcome fears associa

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Price-Dennis, Detra M. "Practicing the Promise of Critical Pedagogy: Case Studies of Three Pre-Service Teachers Mediating the Meaning of Race, Equity, and Social Justice in Middle School Classrooms." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1245340799.

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Buliva, Newton Evadanga. "Evaluation of Kenyan Pre-Service Teachers' Preparedness to Integrate Educational Technology in Classrooms." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707306/.

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A case study was used to survey 308 teacher trainees in western Kenya to investigate the extent to which pre-service teachers in two Kenyan teacher training colleges are prepared to integrate technology in teaching. . The study uses the technological pedagogical and content knowledge (TPACK) framework to understand the knowledge needed by the pre-service teachers to integrate technology effectively. Data was gathered using the Survey of Pre-Service Teachers' Knowledge of Teaching and Technology and three open-ended questions. Data from the survey does not distinguish the TPACK variable among t

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Alharthi, Nora Wagit T. "Factors Predicting Pre-service Special Education Teachers’ Intentions Towards Teaching Students with Learning Disabilities in Regular Classrooms in Saudi Arabia." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/24276.

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Teachers play an important role in the success or failure of inclusive education, and teacher preparation programs have an important role in preparing new teachers to cater for all students. The theory of planned behaviour suggests that individuals’ behaviours can be predicted by their intention, which is influenced and can be determined by their attitudes, subjective norms and perceived behavioural controls. This study used a mixed methods research design to investigate pre-service special education teachers’ intentions to uphold the principles inclusive education through examining their att

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Curtis, Elizabeth Mary. "The heart of quality teaching : a values-based pedagogy for pre-service teacher education." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/51589/1/Elizabeth_Curtis_Thesis.pdf.

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In an ever changing world the adults of the future will be faced with many challenges. To cope with these challenges it seems apparent that values education will need to become paramount within a child.s education. A considerable number of research studies have indicated that values education is a critical component within education (Lovat & Toomey, 2007b). Building on this research Lovat (2006) claimed that values education was the missing link in quality teaching The concept of quality teaching had risen to the fore within educational research literature in the late 20th century with the cla

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Roberts, Drewcilla. "Pre-Service Teacher Self-Efficacy: Differences by Gender and Relationship with Physiological Response to Simulated Challenging Student Behavior." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami15573926958149.

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Meier, Lori T. "Preparing Culturally Responsive Teachers in Rural Appalachia: Encapsulated Cultures of Conservative Evangelicalism and Perceptions of Pre-Service Teachers Towards Creating Social Justice Classrooms." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/5913.

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Reavis, Lauren Jane. "Art Teacher Preparation for Teaching in an Inclusive Classroom: A Content Analysis of Pre-Service Programs and a Proposed Curriculum." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/art_design_theses/48.

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Based on my experience and the available literature I believe that many art teachers perceive that they are unprepared to adequately teach special needs students in their art classrooms. The review of literature supports the visual arts for individuals with disabilities. The inclusion movement in schools increases the likelihood that a teacher will have students with disabilities in their art classroom. It is suggested that art educators would benefit from at least one course in their pre-service training that specifically addresses art education for students with special needs. This conten

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Langenhoven, Keith Roy. "The effectiveness of an argumentation instructional model in enhancing pre-service science teachers’ efficacy to implement a relevant science indigenous knowledge curriculum in Western Cape classrooms." University of the Western Cape, 2014. http://hdl.handle.net/11394/4396.

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Philosophiae Doctor - PhD<br>The study investigated the impact of a dialogical argumentation instructional model (DAIM) as an intervention teaching strategy to assist pre-service science teachers to implement integrated science-indigenous knowledge (IK) lessons during their seven week block teaching practice at schools in the Western Cape. This imperative is found in Specific Aim 3 of the Curriculum and Assessment Policy Statement (CAPS) of the South African School Curriculum (Department of Basics Education, 2011). The study focussed on the pre-post conceptions of pre-service science teachers’

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Underwood, Amy. "Investigating the contradictions in pre-service teachers' perceptions about the process of teaching and learning in South Africa's classrooms : an activity theory analysis." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/9014.

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Includes bibliographical references (p. 87-91).<br>This dissertation asks the question: Are there contradictions in pre-service teachers' perceptions about the process of teaching and learning? First, it investigates whether there are contradictions in pre-service teachers' perceptions and then examines what these contradictions are. It then analyses these contradictions to see whether there are patterns of contradictions across all of the pre-service teachers. In order to answer these questions an exploratory case-study design is adopted in which in-depth interviews are used to probe six pre-

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Lehmberg, Lisa J. "Perceptions of Effective Teaching and Pre-Service Preparation for Urban Elementary General Music Classrooms: A Study of Teachers of Different Cultural Backgrounds in Various Cultural Settings." [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002331.

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