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dc.contributor.advisorAnderson, Nancy L., Ph. D.
dc.creatorThe, Cheryl
dc.date.accessioned2018-11-13T16:32:52Z
dc.date.available2018-11-13T16:32:52Z
dc.date.created2018-08
dc.date.issued8/13/2018
dc.date.submittedAug-18
dc.identifier.urihttps://hdl.handle.net/11274/10754
dc.description.abstractThe purpose of this study was to understand how an instructional intervention with preservice teachers promoted adaptive teaching practices during a student teaching practicum. The study focused on teaching interactions during literacy instruction. The theoretical framework for this study included the following theoretical perspectives: Cultural-Historical Theory (Vygotsky, 1978), Reflective Practice (Dewey, 1933, 1939; Schon, 1983, 1987; Zeichner and Liston, 1996), and Adaptive Expertise and Adaptive Practice (Hatano & Inagaki, 1986; Hatano & Oura, 2003; Parsons, 2012). The participants were preservice teachers in their final semester of an undergraduate teacher preparation program. This qualitative study was designed as a formative experiment for the purpose of developing adaptive practice through the interactions of an instructional intervention designed to accomplish pedagogical goals (Reinking & Bradley, 2008). The six participants of the study were completing a fourteen-week student teaching practicum during the instructional intervention. The instructional intervention had multiple components including self- and peer-analysis of videotaped teaching episodes of each participant, participation in cohort sessions that included discussions and debriefing, observations by the researcher, debriefings with the researcher, written reflections, and participation in an exit interview and Google survey at the conclusion of the study. The findings from this study showed increased knowledge of reflective and adaptive practice as reported by the participants. They identified times when they made adaptations to their teaching, either before, during or after a teaching episode. The descriptions of teaching adaptations ranged in quality from minimally thoughtful to considerably thoughtful. Participants reported an increased use of reflective practice and attributed deeper thinking about their teaching to the written reflections, debriefings with the researcher and cohort session discussions. The participants demonstrated different levels of adaptive practice; however, all participants reported an increase in their ability to be reflective and adaptive in their thinking and their ability to analyze their teaching.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectadaptive expertise
dc.subjectadaptive practice
dc.subjectadaptive teaching
dc.subjectliteracy
dc.subjectliteracy lessons
dc.subjectreflection
dc.subjectreflective practice
dc.subjectteacher preparation
dc.titleDeveloping adaptive practice in preservice teachers during a student teaching practicum
dc.typeThesis
dc.date.updated2018-11-13T16:32:52Z
thesis.degree.departmentReading
thesis.degree.disciplineReading Education
thesis.degree.grantorTexas Woman's University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy
dc.type.materialtext
dc.creator.orcid0000-0002-4885-1504
local.embargo.terms8/1/2020
local.embargo.lift8/1/2020


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