Improving Teacher Preparation through Use of Transformative Learning Theory: A Qualitative Case Study

Autor/in	Point Du Jour, Danielle Lynn
Titel	Improving Teacher Preparation through Use of Transformative Learning Theory: A Qualitative Case Study
Quelle	(2023), (115 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Concordia University Wisconsin
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1264-7
Schlagwörter	Hochschulschrift; Dissertation; Beginning Teachers; Self Efficacy; Teacher Effectiveness; Transformative Learning; Teaching Methods; Teacher Education Programs; Readiness; Public School Teachers; Reflection; Stress Management; Time Management; Planning; Experience; Relevance (Education); Mentors; New York (New York) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Junior teacher; Junglehrer; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Stressmanagement; Stressbewältigung; Zeitmanagement; Ablaufplanung; Planungsprozess; Erfahrung; Relevance; Relevanz
Abstract	The purpose of this qualitative case study was to investigate first-year classroom teachers' sense of self-efficacy when entering the classroom and to identify whether the implementation of transformative learning theory practices would improve their self-efficacy regarding their instructional practices and approach to teaching. Teacher preparation programs (TPP) must take the time to create a curriculum that incorporates essential components that prepare teachers to teach in today's diverse classrooms effectively. There is a distinct gap in the knowledge of what is being taught in TPP's, what is experienced in the classroom, and teachers' reported levels of self-efficacy and readiness. Participants of this study included four, first-year teachers from the New York City public school system who were enrolled in a TPP. Out of the four participants, two were chosen as case study participants. Interview data was recorded and transcribed using Zoom, a virtual online platform; Participants were given a 10-item pre/post-questionnaire survey that was submitted via email; six-weekly reflection prompts were submitted by participants weekly via email. The data was analyzed using triangulation and coded to identify emerging themes. The eight themes that emerged from data collection were self-reflection, stressors, time management, planning time, real-life experiences, relevant coursework, diverse strategies, and authentic mentorships. The two research questions that fueled this study aimed to identify whether the reflective journaling exercise would improve first-year classroom teachers' levels of reported self-efficacy. The result of this study demonstrated the need for teachers to be self-reflective in their approach to the profession and support research questions that teachers benefit from implementing transformative learning reflective practices of reflective journaling. These practices should be woven throughout the teacher preparation program's curriculum across partnerships within placement schools. Future research should incorporate a longitudinal mixed method study to investigate how transformative learning theory impacts new classroom teachers' self-efficacy and how their levels of self-efficacy correlate to teacher retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01