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Full-Text Articles in Education
Looking For Hope: The Experience Of Early Career Teachers Engaged In A Collaborative Community Of Reflective Practice As A Model Of Induction And Professional Development, Donia E. Spott
Theses and Dissertations
Teaching has always been an isolated profession and many professional development programs are seen as disconnected from the realities and daily needs of teaching. With the pressures of standards, paperwork, classroom management, and learning to teach, early career teachers can be especially vulnerable to becoming discouraged, disillusioned, and demoralized. This study used a qualitative, narrative inquiry approach to tell the stories of seven early career teachers’ experiences with induction and the development of a reflective community to support early career teachers in their professional practice. As part of the action research approach taken in designing the program, the discussions and …
Special Education Pre-Service Teachers’ Perceptions Of Cooperating Teachers’ Co-Teaching Relationships: A Qualitative Study, Christianna N. Vehlow
Special Education Pre-Service Teachers’ Perceptions Of Cooperating Teachers’ Co-Teaching Relationships: A Qualitative Study, Christianna N. Vehlow
Theses and Dissertations
During clinical experiences, in-service teachers provide models of instruction for pre-service teachers to learn. With the inclusion of students with special needs in general education settings, these models of instruction often include co-teaching. It is vital for pre-service teachers to see productive co-teaching models since co-teaching is a complex form of instruction differing greatly from traditional solo instruction. Currently there is a dearth of research in the fields of co-teaching and special education regarding the influence of perceived quality of co-teaching modeled in clinical experiences and the development of pre-service teacher attitudes and confidence toward co-teaching. This study sought to …
Action Research As Professional Development: A Study Of Two Teachers, Wade R. Glathar
Action Research As Professional Development: A Study Of Two Teachers, Wade R. Glathar
Theses and Dissertations
This study examines the experiences of two teachers in a public charter school who implement action research in their classrooms. The study explored the key elements of professional development as well as action research and makes the case as to why action research is an effective tool for teacher development. Participants were selected based on having little teaching experience and familiarity with action research. The study examined the experiences of teachers who have had limited professional development as they use action research in their practices. Data for the study were drawn from interviews as well as researcher and participant journals.