Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Education
Perceptions Of Preservice And Mentor Teachers Of Gaining Pedagogical Content Knowledge In Phonics And Phonemic Awareness, Penelope Maureen Montfort
Perceptions Of Preservice And Mentor Teachers Of Gaining Pedagogical Content Knowledge In Phonics And Phonemic Awareness, Penelope Maureen Montfort
Walden Dissertations and Doctoral Studies
Research has shown that, although phonics and phonemic awareness predict reading success, a majority of early learners still lack these skills. Research also showed that a majority of preservice teachers (PSTs) in early childhood education teacher (ECTE) may not have gained adequate pedagogical content knowledge (PCK) in phonics and phonemic awareness during their mentored practicums. This may have contributed to kindergarten students’ poor performance in phonics and phonemic awareness on the national literacy assessments between 2015 and 2018 in one education district in Guyana. These students are not prepared for reading success. Using a basic qualitative design, semistructured interviews were …
The Perspectives Of Early Childhood College Faculty On The Role Of Play, Susan Paula Mckoy
The Perspectives Of Early Childhood College Faculty On The Role Of Play, Susan Paula Mckoy
Walden Dissertations and Doctoral Studies
AbstractEarly Childhood and Care Education (ECCE) educators are expected to understand the role of play and implement play in their classrooms, but specific classes on the role of play at the college level are not offered. The purpose of this basic qualitative study was to examine the perspectives of full-time ECCE faculty at a Southeastern state technical college teaching preservice teachers to determine their students’ understanding of the role of play, the inclusion of play in their lesson plans, and how play is being implemented in their classrooms. The conceptual framework guiding the study was Vygotsky’s zone of proximal development. …
Culturally Related Curriculum And How It Influences Preservice Teachers, Ana-Alicia Gonzales
Culturally Related Curriculum And How It Influences Preservice Teachers, Ana-Alicia Gonzales
Walden Dissertations and Doctoral Studies
Variation in the way that teacher preparation programs implement culturally related curriculum leads to different preservice teacher perceptions on preparedness to teach in culturally diverse classrooms. Research has indicated that preservice teachers can feel prepared after taking a culturally related course, but there is a gap in understanding how culturally related curriculum influences preparedness. Thus, the purpose of this qualitative, explanatory study was to explore how preservice teachers' perceived intercultural competence and self-efficacy, which contribute to preparedness, are influenced by forms of culturally related curriculum in a U.S. university teacher preparation program. Deardorff's model of intercultural competence, Bennett's developmental model …
A Comparison Of Preservice Teachers' Responses To Bullying Scenarios, Cynthia Louise Davis
A Comparison Of Preservice Teachers' Responses To Bullying Scenarios, Cynthia Louise Davis
Walden Dissertations and Doctoral Studies
This nonexperimental study was conducted to determine differences that exist between PreK to 4th grade preservice teachers' beliefs about the severity of bullying, their empathy with victims of bullying, beliefs about their ability to cope with bullying in the classroom, and their ability to intervene in bullying issues. Bandura's self-efficacy theory and Ajzen's theory of planned behavior provided the study's theoretical base and demonstrated a connection between participants perceived ability to cope with bullying behavior and willingness to intervene. The participants (N = 112) were students in a 2-year community college PreK to 4th grade education transfer degree program. Data …