Full metadata
Title
Planning backwards to go forward: examining pre-service teachers' use of backward design to plan and deliver instruction
Description
Undergraduate teacher preparation programs face scrutiny regarding pre-service teachers' preparation upon graduation. Specifically, scholars contend that teacher preparation programs do not adequately prepare pre-service teachers to plan for effective instruction. Situated in the Mary Lou Fulton Teachers College at Arizona State University, this action research study used the Theory of Pedagogical Content Knowledge to examine (a) how pre-service teachers developed unit planning practices using the Backward Design framework and (b) the pedagogical teaching practices used as they implemented the unit plan in the classroom. During the student teaching course, pre-service teachers received instruction on how to use the Backward Design framework to plan a unit of instruction to implement in their placement classroom. Results from the mixed-methods study provided evidence that Backward Design was an effective way for pre-service teachers to plan instruction. Results from the study indicated that implementing and reflecting on lessons taught from the unit plan contributed to the pedagogical teaching practices used in the classroom. Furthermore, results demonstrated that designing, implementing, and reflecting on the unit plan contributed to a shift in how participants viewed themselves. Through the study, they began to view themselves more as a teacher, than a pre-service student teacher. Keywords: teacher preparation programs, unit planning, instructional practices
Date Created
2014
Contributors
- Boozer, April (Author)
- Carlson, David (Thesis advisor)
- Barnard, Wendy (Committee member)
- Holmes, Shaun (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
ix, 208 p. : ill. (some col.)
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.24819
Statement of Responsibility
by April Boozer
Description Source
Viewed on May 6, 2015
Level of coding
full
Note
thesis
Partial requirement for: Ed. D., Arizona State University, 2014
bibliography
Includes bibliographical references (p. 165-169)
Field of study: Curriculum and instruction
System Created
- 2014-06-09 02:07:29
System Modified
- 2021-08-30 01:35:54
- 3 years 2 months ago
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