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Investigation of the theoretical pedagogical knowledge of preservice teachers in a post-bachelor degree teacher education program

Ongel, Sevinc

Abstract Details

2003, Doctor of Philosophy, Ohio State University, Educational Studies: Hums, Science, Tech and Voc.
Current teacher education reform movements in the United States suggest fundamental changes in preservice teacher education. Additional emphasis is placed on the structural changes in teacher education programs. Current trend, moving toward post- bachelor degree programs is recommended to move teaching to a more professional environment. The purpose of this study was to measure the theoretical pedagogical knowledge of preservice teachers in a post bachelor degree program. The knowledge of: 1) entering and graduating students in an integrated teacher education program, 2) mathematics and science preservice teachers 3) male and female teachers, were particularly examined. Theoretical pedagogical knowledge of preservice teachers was examined through the modified version of Praxis II: Principles of Teaching and Learning Test, Teaching and Learning Questionnaire (TLQ). Responses to the questionnaire were analyzed based on the four domains presented in the Praxis II: Principles of Teaching and Learning Test: 1) Students as Learners, 2) Instruction and Assessment, 3) Communication Techniques, and 4) Teacher Professionalism. Additional demographic variables were also analyzed to detect differences and patterns related to gender, major, ethnicity, pedagogical experience, and changes during the teacher education program. An open-ended question, to the TLQ was added to measure students’ attitudes toward the TLQ; as a way of increasing the validity of the questionnaire. The results revealed fruitful information regarding both the program students participated in and the test they had taken. Results suggested that post bachelor degree programs have an impact on students’ theoretical pedagogical knowledge, as consistent with the recent research. The preservice teachers did improve in their pedagogical knowledge from pre-to post-program. Science majors were found more successful than math students in some domains. Teachers’ prior experiences as well as their familiarity with the original instrument did not impact their scores on the Teaching and Learning Questionnaire (TLQ). The results of this study would be of use to MSAT instructors at the institution where the study is conducted and to other universities as they plan and implement integrated teacher education programs.
David Haury (Advisor)
124 p.

Recommended Citations

Citations

  • Ongel, S. (2003). Investigation of the theoretical pedagogical knowledge of preservice teachers in a post-bachelor degree teacher education program [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1064406604

    APA Style (7th edition)

  • Ongel, Sevinc. Investigation of the theoretical pedagogical knowledge of preservice teachers in a post-bachelor degree teacher education program. 2003. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1064406604.

    MLA Style (8th edition)

  • Ongel, Sevinc. "Investigation of the theoretical pedagogical knowledge of preservice teachers in a post-bachelor degree teacher education program." Doctoral dissertation, Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1064406604

    Chicago Manual of Style (17th edition)