Education Commons^™

Developing New Teachers' Pedagogical Content And Relationship Knowledge (Pcrk) During A One-Year Urban Residency Teacher Preparation Program, Daryl Essensa

Doctoral Dissertations

This study examined how participation in a full public school year-long urban teacher residency program influencedthe perceptions of 17 new middle and high school teacher candidates about the use of affective qualities of learning within their classroom practices as teachers—Pedagogical Content and Relationship Knowledge (PCRK).The preservice teachers in this study explored the relationship between pedagogy and student learning of subject matter through a variety of course-related assignments, which included classroom-based application of the pedagogical strategies learned in coursework, readings, and reflections. Individual interviews were used to evaluate how the course and the assignments influenced the instructional practices of the preservice …

Four Preservice Teachers' Use Of Mathematical Knowledge During Lesson Planning And Instruction In The Field Experience, Margaret Swearingen

Doctoral Dissertations

The field experience of a teacher education program offers the opportunity for authentic practice in lesson planning and instruction for preservice teachers prior to their transition into their teaching career. However, preservice teachers often struggle applying their developing knowledge and skills because of the multifaceted nature of the field experience context. This complexity is particularly true in mathematics instruction since it includes simultaneously understanding mathematical concepts and mathematical procedure standards during instruction.

This study used mini-case studies to examine how four preservice teachers used their developing mathematical knowledge learned in the teacher education program while lesson planning and teaching within …

(Un)Packing Your Backpack: Educational Philosophy, Positionality, And Pedagogical Praxis, Yvette Prinsloo Franklin

Doctoral Dissertations

In this philosophical research project, the author examines the question: How can the case be made that there is an imperative need to change the trajectory of current efforts to reduce “achievement gaps” in the United States and (re)vision a transformation of our school settings through conscious-raising sensitivity regarding issues of equity towards equality amongst educators that harnesses the work of philosophy of education scholars? She engages the reader in a theoretical hike through a philosophical argument for attending to philosophical theories of education, extending the work of Jane Roland Martin regarding sensitivity and drawing heavily on the scholarship of …