Preservice teachers face a variety of challenges to be ready to teach in today’s schools. Understanding the dynamics of status interactions is important because classrooms are social systems that affect the learning of their members. This study examines the readiness of preservice teachers to intervene for status problems, as reported by a group of preservice teachers and by addressing the following four questions: (a) what prior knowledge about status did students have? (b) How has the understanding of concept of status differentiation been developed in their coursework? (c) What is recognized as a status problem in the classroom? (d) What explains preservice teachers’ readiness or lack of readiness for implementing status interventions in the classroom?
This exploratory qualitative study utilized data drawn from multiple case studies with a cross-case analysis. The study collected data from documents constructed in the preservice teacher’s coursework and from interviews. Rich descriptive narratives were written for each experience. The data analysis used a bins and matrix strategy for coding and sorting the data to identify and contrast tendencies, patterns and crosscutting themes.
The findings in this study revealed struggles that can occur as the preservice teacher steps out of their coursework (theory) and into the K-12 classroom (practice). Primary findings centered on the skills and knowledge necessary to implement a complex instructional strategy that requires non-routine (problem-solving) responses without receiving the corrective feedback (observation and discussion) that is desirable.
The themes from this study reveal that for preservice teachers to be effective in implementing intervention strategies, to support learning the following must be in place: effective problem-solving responses built on prior experiences, an environment that supports risk-taking, willingness to receive and respond to feedback, and time for practicing skills and implementation strategies. Listening closely to the voices of well-prepared teachers with equity as their vision would also shed light on what is possible and how we might design teacher education programs that foster the learning of all students.
|Commitee:||Brody, Celeste, Sagor, Dick|
|School:||Lewis and Clark College|
|School Location:||United States -- Oregon|
|Source:||DAI-A 70/01, Dissertation Abstracts International|
|Subjects:||Educational sociology, Teacher education|
|Keywords:||Educational interventions, Preservice teacher, Readiness, Status, Teacher preparation|
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