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    Instructional Goals Explored: Teacher Candidates in the Final Clinical Experience

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    Cobb_ku_0099D_14878_DATA_1.pdf (1.314Mb)
    Issue Date
    2016-08-31
    Author
    Cobb, Natalie
    Publisher
    University of Kansas
    Format
    109 pages
    Type
    Dissertation
    Degree Level
    Ed.D.
    Discipline
    Curriculum and Teaching
    Rights
    Copyright held by the author.
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    Abstract
    Abstract This study, framed as a qualitative case study, examined the instructional goal-setting process of teacher candidates during their final clinical experience. The study followed three teacher candidates at a Midwestern university who were enrolled in their final clinical experience semester of their teacher preparation program. Methodology included document analysis and interviews. The teacher candidates set goals in four instructional areas: engagement, differentiation, classroom management, and assessment. The study found that the case study participants successfully set instructional goals using self-reflection as well as feedback from their university supervisor and their cooperating teacher. The study also found that the teacher candidates utilized prior knowledge, coursework, and field experiences to help them set their instructional goals. In order to prepare teacher candidates for their first classroom job, the instructional goal setting process will help the teacher candidates to know their strengths and areas of weaknesses, so they can incorporate those into their first professional development plan
    URI
    http://hdl.handle.net/1808/22019
    Collections
    • Dissertations [4475]
    • Education Dissertations and Theses [1065]

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    KU Libraries
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    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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