Date of Graduation

2015

Document Type

Dissertation

Degree Type

EdD

College

College of Education and Human Services

Department

Curriculum & Instruction/Literacy Studies

Committee Chair

Patricia Obenauf

Committee Co-Chair

Charline Barnes Rowland

Committee Member

Debra Hemler

Committee Member

Samuel Stack

Committee Member

Randall Wiesenmayer

Abstract

This qualitative study provides an overview of educational experiences of six in-service and three pre-service secondary science teachers in the Benedum Collaborative Five-Year Teacher Education Program at a land-grant university. The researcher interviewed secondary science teachers on the experiences they found meaningful in various program components that influenced their teacher identity, beliefs about science pedagogy, and their sense of preparedness for teaching. Document analysis of teachers' journals and lesson plans supplemented the qualitative data in addition to the researcher's role and knowledge as an outsider (non-Benedum graduate) and insider (facilitator and instructor in the technology integration based classes for one year) of the Benedum Collaborative Five-Year Teacher Education Program. Findings also supported the Holmes (1986) and Goodlad (1990) views for extended field experiences and "collaborative culture" in teacher education for well-prepared teachers.

Download

Share

COinS