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    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2006 Dissertations (MU)
    • 2006 MU dissertations - Access restricted to UM
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    Assessing student teacher perceptions of preparedness using a dialogic evaluation process : a pilot study

    Jones, Jay R.
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    [PDF] public.pdf (4.607Kb)
    [PDF] short.pdf (3.769Kb)
    [PDF] research.pdf (1.592Mb)
    Date
    2006
    Format
    Thesis
    Metadata
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    Abstract
    [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The role of student teacher perceptions to inform decisions and act as a catalyst for ongoing enhancements in teacher education has not been sufficiently investigated. This project investigates those possibilities by developing a dialogic evaluation process to interview student teachers before and after the student teaching experience. The process, developed in tandem with a ten member expert panel consisting of public school and higher education professionals, interviewed student teachers about perceptions of preparedness in the areas of: content knowledge, classroom management, school routine, lesson planning and diversifying instruction, effective communication, pre-teaching experiences, professional goals, and lessons learned from the field. Eight student teachers from the music department of a selected midwestern university participated in the pilot study. The findings from the pre and post-experience interviews were transcribed and coded using axial and open coding procedures. Once coded, findings were returned to the expert panel for validation. Once returned by the expert panel, the interview data was filtered through a literature review of available research on best practice in teacher education. Emerging from the literature review and commentary offered by the expert panel are five recommendations addressing the appropriateness of using the dialogic evaluation process as a means of collecting information on student teacher perceptions of preparation as a means of facilitating enhancements in teacher education.
    URI
    https://doi.org/10.32469/10355/5898
    https://hdl.handle.net/10355/5898
    Degree
    Ed. D.
    Thesis Department
    Educational leadership and policy analysis (MU)
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    Access is limited to the campuses of the University of Missouri.
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    • 2006 MU dissertations - Access restricted to UM
    • Educational Leadership and Policy Analysis electronic theses and dissertations (MU)

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