Open Access Dissertation
Student teachers--Training of; Reading (Elementary);
The purpose of this study was to examine the cognitive and motivational factors related to the development of self-regulated teaching. These factors were defined by Shulman (1986; 2006) as theoretical, practical and moral knowledge for pedagogical reasoning. This study occurred in a clinical, instructional setting specifically designed to provide pre-service teachers with the environmental factors necessary to support the development of self-regulated instructional decision making. These factors included specific modeling of teacher thinking, regular formative feedback, instructional autonomy and strategic reflection. An instructional sequence based on Schunk and Zimmerman’s (1998; 2007) Model of the Development of Self-Regulatory Skill was applied which allowed pre-service teachers opportunities to observe, emulate, control and self-regulate teaching decisions.
This study used interpretive content analysis to examine how preservice teachers recognize teaching decisions and apply three types of professional knowledge in order to justify decisions related to reading instruction for elementary students.
Date of Award
Doctor of Education
Department of Curriculum and Instruction
Salli Forbes, Committee Co-Chair
Linda Fitzgerald, Committee Co-Chair
1 PDF file (viii, 112 pages)
© 2015 Jennifer Lynn Rasmussen
Rasmussen, Jennifer Lynn, "Pedagogical reasoning of pre-service teachers: Juggling priorities and managing resources" (2015). Electronic Theses and Dissertations. 211.