Each year the expectation of teachers by many politicians, educational administrators, and the media is to raise the academic performance of students. This is a reasonable expectation since teachers have the most consistent contact with students and control over the learning environment and its components. Standardized tests, the teacher's report…

Often considered an experience in instructional preparation for preservice teachers, the student teaching practicum is both a practical "and" relational experience for both the cooperating teacher and student teacher. In this qualitative study, I examine both the instructional and relational core practices cooperating teachers enact…

The purpose of this study was to engage veteran mentor teachers in a professional development experience through the use of stimulated video recall (SVR) sessions to explore and enhance mentor teacher learning processes and outcomes during a student teaching practicum in an elementary school context. The concept of "mentors as learners"…

The student teacher (ST) and cooperating teacher (CT) relationship is a key element in a productive practicum experience. A strained relationship inhibits learning, creates stress, and can lead to discontinuing the placement. The purpose of this action research study is to understand the conflicts that occur in the ST and CT relationship during…

The specific purpose of this study to is to discover what trainings and professional development are most beneficial to, and meet the needs of, clinical supervising teachers who work with first-year practicum student teachers and second-year resident student teachers within a clinical model of student teaching. The information from this study is…

All teachers are expected to teach inquiry-based science by the National Science Education Standards, the National Association of Science Teachers, and the Next Generation Science Standards (NRC, 1996; NSTA, 2012; NGSS Lead States, 2013). If this is the mandate for teachers of science, what does this look like over time for teachers? The current…

This qualitative collective case study investigates how mainstream preservice secondary teachers in a university-based program learn to teach emergent bilinguals in their student teaching. Despite the facts that emergent bilinguals are the fastest growing but lowest performing student population in the U.S. and secondary emergent bilinguals are…

The purpose of this study is to examine how English as a foreign language pre-service teachers develop their identities through the process of learning to teach in a university microteaching class and a student teaching practicum within a multilingual Indonesian context. A sociocultural theoretical lens incorporating activity theory as well as a…

The purpose of this study was to lay the groundwork for a theoretical framework for disruptive practice in the context of Saudi English as a foreign language student teachers' learning-to-teach experience. The participants of the study were given a professional development workshop, "Flip Your EFL Classroom," which introduced student…

This case study examined teacher identity development among four pre-service teacher candidates during their student teaching experience. Guided by three complementary theoretical frameworks for investigating teacher professional identities (e.g., Gee, 2000-2001; Beijaard, Meijer, & Verloop; 2004; Moje & Luke, 2009), the study focused on…

This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…

Our nation's public schools have been given the task of preparing our students for success in college as well as future careers. Determining how to best prepare future teachers is not an easy task, and the current state of public education has had an impact on what it takes to be a successful teacher. Involving pre-service career and…

The Technological Pedagogical Content Knowledge (TPACK) framework is a relatively new construct that offers a useful perspective from which to understand the development of pre-service teachers' abilities in teaching with technology. It is grounded in the understanding that if teachers are to effectively integrate technology into their…

This study investigated the knowledge and skills of undergraduate and graduate practicum and student teaching students with positive behavior supports (PBS). Participants for this study consisted of a population of one hundred students from a southwestern university's College of Education teacher preparation program. Students completed an adapted…

The purpose of this dissertation study is to examine the variables that impact student teachers' perceptions of their teaching efficacy during their reading and writing lessons. Extending Bandura's four sources of efficacy beliefs--performance or mastery experiences, vicarious experiences, verbal or social persuasion, and physiological and/or…