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Theses/Dissertations

University of Iowa

Teacher Education and Professional Development

Preservice Teachers

Publication Year

Articles 1 - 2 of 2

Full-Text Articles in Education

Getting Close, Letting Go, Becoming Real: Civic Engagement With Preservice Art Teachers At The House Of Hope, Wendy Sue Miller Jan 2013

Getting Close, Letting Go, Becoming Real: Civic Engagement With Preservice Art Teachers At The House Of Hope, Wendy Sue Miller

Theses and Dissertations

This is a qualitative, mixed-methods study that focuses on the dispositions that preservice teachers bring into teacher education programs in regard to homelessness. Teacher education programs play an important role in providing preservice teachers experiences teaching that prepare them for working with diverse populations of students. Students enrolled in an elementary art methods course and participated in a civic engagement experience, teaching children after school who were living in a transitional housing program.

The results of this study showed evidence that working in community settings with diverse students can alter preservice teachers' notions and awareness of impoverished and homeless children ...


The Emergence And Development Of Preservice Teachers' Professional Belief Systems About Reading And Reading Instruction, Deanna Mariea Floy Stoube May 2009

The Emergence And Development Of Preservice Teachers' Professional Belief Systems About Reading And Reading Instruction, Deanna Mariea Floy Stoube

Theses and Dissertations

Research about preservice teachers' beliefs indicates that the educational beliefs they have developed over time will have an impact on not only how they respond to the various experiences they have while enrolled in a teacher education program, but also their receptiveness to future professional development opportunities. I investigated the developing and emerging beliefs regarding reading and its instruction of four preservice elementary teachers during their participation in two university reading methods courses and the accompanying field-based experiences in the elementary teacher education program that was the site of my study. Two purposes framed the qualitative, longitudinal design of my ...