Researching the process of development during field experience before an elementary education teacher is hired is necessary to better understand their teaching self-efficacy. The purpose of this qualitative, single case study design was to explore how field experience, as part of a university undergraduate teaching program, developed novice…

This study examined preservice teachers' culturally responsive literacy teaching self-efficacy changes during the field experiences in relation to the sources of self-efficacy. I delved into the meanings under the theoretical frameworks of culturally responsive teaching and social cognitive theory. I explored 84 preservice teachers' experiences…

This study addressed the challenge of connecting elementary teacher candidates' course work and fieldwork in order to foster a cohesive experience in learning to teach mathematics. In this study, a Mediated Field Experience was designed for five elementary teacher candidates in their internship setting. The study utilized qualitative methods to…

The purpose of this mixed-methods study was to examine the impact of undergraduate preparation programs on novice elementary teachers in literacy instruction. The result of this examination adds to the body of research applied in the development and enhancement the overall learning experiences and preparation of teachers. This study identified…

Field experiences are regarded as the most effective way to prepare future teachers to be ready for the complexity and challenges found in the teaching profession (Phillion et al., 2005). Ill-prepared teachers may fail to gain fully from field experiences if they are not well prepared or do not value the activity as an out of class task (Hixon…

This study aimed to identify the themes teacher preparation programs need to improve their current curriculum. The research focused on teacher preparation programs, professional development opportunities, technology use and integration methods, college and career readiness in PreK-12 students, ISTE Educator and Student Standards, and 21st Century…

This qualitative study explores K-12 classroom teachers' perceptions and experiences in meeting the needs of language learners, specifically English language learners (ELLs) and dual-language learners (DLLs). Addressing two main research questions, it investigated how teachers' preservice learning and development prepared them for instructing…

Central Tasks of Learning to Teach provided the theoretical framework for the first study involving one in-service elementary physical educator teaching integrated classes while reflecting on three major stages of the teacher's career, (1) the preservice, (2) the induction, and (3) the continuing professional development periods. Data revealed the…

As demographics change, our school populations are ever changing. Preservice teachers (PSTs) need to be aware of how to meet the needs of all of their future students. Teacher education programs have been charged with the duty of preparing these PSTs for the diverse school population they will encounter. This qualitative multiple case study…

To meet the demands of living and working in the 21st century, it is critical that every P-12 student in every classroom have an effective teacher. Yet, each year, thousands of new teachers enter the field unprepared to meet the challenges of today's classroom. Recent federal policies such as No Child Left Behind and Race to the Top have made…

The two research questions that guided this study were: (1) How do preservice teachers develop mathematical knowledge for teaching during a coordinated math methods course and field experience? and (2) What types of portfolio tasks lend themselves to documenting mathematical knowledge in teaching? Six, female, elementary (K-8) teacher candidates…

Research on preservice teacher learning has often focused on coursework and course related field experiences, and not as much on the learning that takes place during student teaching field experiences. Since preservice student teachers are engaged with children on a daily basis, attention to their own students' thinking should be viewed as a means…

My exploratory case study examined the use of a learning platform to facilitate constructivist teaching strategies by pre-service teachers during their student teaching and field experiences in elementary science classes. Constructivist teaching strategies include inquiry lessons and active learning techniques. Dialogue, interviews and online…

This study implemented a qualitative approach to examine the phenomenon of "inquiry-based science pedagogy or inquiry instruction" as it has been experienced by individuals. Data was collected through online open-ended surveys, focus groups, and teacher reported self-reflections to answer the research questions: 1) How do middle level…

This longitudinal qualitative study examined how four preservice elementary teachers used language to construct professional identities, learn within relationships, and take risks in the classroom during their final three semesters in teacher education coursework and field experiences. My female participants were former students of mine in the…