Literaturnachweis - Detailanzeige
| Autor/in | Arrington, Nancy McBride |
|---|---|
| Titel | Enhancing Pre-Service Teachers' Self-Efficacy for Teaching Diverse Learners: Capturing Young Students' Attention through a Read-a-Loud and Music |
| Quelle | In: Journal of the Scholarship of Teaching and Learning, 23 (2023) 2, S.76-95 (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Preservice Teachers; Self Efficacy; Minority Group Students; Learner Engagement; Reading Aloud to Others; Music Activities; Teaching Methods; Elementary School Students; Classroom Techniques; Art Education; Methods Courses; Student Attitudes |
| Abstract | The sense of efficaciousness for engaging diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. In this case study, both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers' self-efficacy in pre-post rating analysis and indicated that this project contributed to their efficacy in engaging and meeting the needs of diverse learners in elementary classrooms. The pre-service teachers demonstrated proactive classroom management and reflected upon their students' increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners; therefore, providing the potential to positively impact their future performance. Additionally, this project emanated Scholarship of Teaching and Learning (SoTL) by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education. (As Provided). |
| Anmerkungen | Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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