Electronic Theses and Dissertations

Award/Availability

Open Access Dissertation

Keywords

Student teachers--Training of; Reading (Elementary);

Abstract

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

2015

Degree Name

Doctor of Education

Department

Department of Curriculum and Instruction

First Advisor

Salli Forbes, Committee Co-Chair

Second Advisor

Linda Fitzgerald, Committee Co-Chair

Date Original

2015

Object Description

1 PDF file (viii, 112 pages)

Language

EN

File Format

application/pdf

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