Browsing by Subject "Teacher education."
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Item An exploratory study of the factors that influence pre-service teachers’ instructional practices with diverse students.(2011-12-19) Goree, Krystal.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.The purpose of this study was to examine the complex array of factors in teacher education programs that influence pre-service teachers’ instructional practices with diverse students. Participants in the study included eight female 2008 graduates of a teacher education program at a private university. Factors considered were organized around four main themes: (a) campus factors (student demographics, social support, supervision, materials, mentoring, and curriculum), (b) individual characteristics (attitudes and beliefs, cognitive ability, and social support), (c) professional standards (knowledge, skills, and dispositions), and (d) university factors (seminars/courses, social support, supervision, collaboration, and curriculum). In an effort to closely examine variables, the researcher conducted interviews and reviewed archival data, including e- folio entries, observation notes, candidate reflections, and conference summaries. Due to the complex nature of the topic, this study entailed a descriptive, non-experimental cross case-study research design. The Classroom Instructional Practices Scale (Johnsen et al., 2002) was used to determine the degree to which each of the study participants differentiated instruction in the areas of content, rate, preference, and environment. After An Exploratory Study of the Factors That Influence Pre-service Teachers’ Instructional Practices with Diverse Students close examination of the 17 factors, four emerged as having the greatest influence on instructional practices of pre-service teachers with diverse students: (a) the beliefs of the individual interns, (b) characteristics of mentor teachers to whom the interns were assigned for their culminating field experiences, (c) characteristics of the intern supervisors and other university faculty members who worked with the interns, and (d) the coursework/seminars that the interns participated in during their culminating field experiences.Item Teaching for transformation : engaging a Christian worldview in teacher education courses to address K-12 social issues.(2014-01-28) Crenshaw, Christina Y.; Conaway, Betty J.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.How faculty at Christian universities encourage teacher candidates to draw on a Christian worldview ultimately influences the ways teacher candidates become effective agents of change in K-12 schools. This study examined the assumption that K-12 Christian teachers cannot remain religiously neutral since one’s worldview shapes all aspects of life, particularly one’s pedagogy. For this reason, it was crucial to understand how professors at Christian colleges integrate a Christian worldview in teacher education courses in order to address social issues. This researcher operated under the assumption that the Christian worldview underscores the way Christian educators teaching in elementary, secondary, and postsecondary schools engage their profession. To better understand how the beliefs and teaching practices of professors at evangelical, Christian universities affect course design and student perspectives, the researcher employed a qualitative, multiple-subject narrative case study. Six case studies were analyzed and then cross analyzed for themes and subthemes. Three theoretical lenses served as the foundation for analysis: Christian worldview, faith and learning integration, and teachers as agents of change. Data were collected from university profiles, course designs, and participant interviews. Across all six case studies, universities and professors evidenced an understanding and appreciation for a Christian worldview perspective. Participants expressed a desire to intentionally integrate faith in the classroom; although, some struggled to articulate how to do so. Participants also discussed preparing teacher candidates to become agents of change as part of Christian responsibility.