Future Teachers' Concerns in Undergraduate Studies: 'What if I Can't Teach It?'
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| Title: | Future Teachers' Concerns in Undergraduate Studies: 'What if I Can't Teach It?' |
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| Language: | English |
| Authors: | Tracz, Susan M., Wandeler, Christian, Bennet, Lisa H., Yun, Cathy, Nelson, Frederick Peinado |
| Source: | AERA Online Paper Repository. 2017. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2017 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Undergraduate Students, Student Experience, State Universities, Educational Improvement, Scheduling, Time to Degree, Grouping (Instructional Purposes), Attitude Change, Sense of Community, Liberal Arts, Pedagogical Content Knowledge, Faculty Development, College Faculty |
| Geographic Terms: | California |
| Abstract: | Undergraduate programs for teachers often do not satisfy future teacher needs. The goal of this project was to improve the undergraduate experiences of future teachers at a California State University in two areas: the quality of pedagogy in content courses and creating cohorts for better scheduling and on-time graduation. Students participated in 11 focus groups to explore the impact of changes on their experiences in courses, their own pedagogical beliefs, and their connections within cohorts. Themes centered on growth in awareness of the importance of pedagogy, feelings that practical needs of future teachers were better addressed, and newly formed cohorts benefited from a stronger sense of community and improved scheduling. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository |
| Accession Number: | ED597100 |
| Database: | ERIC |
| Abstract: | Undergraduate programs for teachers often do not satisfy future teacher needs. The goal of this project was to improve the undergraduate experiences of future teachers at a California State University in two areas: the quality of pedagogy in content courses and creating cohorts for better scheduling and on-time graduation. Students participated in 11 focus groups to explore the impact of changes on their experiences in courses, their own pedagogical beliefs, and their connections within cohorts. Themes centered on growth in awareness of the importance of pedagogy, feelings that practical needs of future teachers were better addressed, and newly formed cohorts benefited from a stronger sense of community and improved scheduling. |
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