How Content Area Influences Choice of Instructional Methods: An Examination of One Component of Preservice Teacher Belief
Prior studies have examined preservice teachers' beliefs about instructional practices primarily from a qualitative perspective. Such studies indicated that preservice teachers believed effective teaching to be lecturing (Broekman and Wetering, 1987; Wubbels, 1992). Using both qualitative and q...
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| Format: | Others |
| Language: | English English |
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Florida State University
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| Online Access: | http://purl.flvc.org/fsu/fd/FSU_migr_etd-1003 |
| Summary: | Prior studies have examined preservice teachers' beliefs about instructional practices primarily from a qualitative perspective. Such studies indicated that preservice teachers believed effective teaching to be lecturing (Broekman and Wetering, 1987; Wubbels, 1992). Using both qualitative and quantitative methods, this study examined preservice teachers' intended choice of instructional methods and how these choices vary across content areas. Utilizing the analysis of variance procedure to examine differences across the content areas of music, science, math, social science, and English, the results of this study suggest that lecture is not a predominant choice of instructional method, when either a range of choices or free choice is provided in the measuring instrument, and that preservice teachers in different content areas do not vary much in their intended use of instructional methods. Implications and the potential for future research are discussed. === A Thesis Submitted to the Department of Educational Psychology and Learning Systems
in Partial Fulfillment of the Requirements for the Degree of Master of Science. === Spring Semester, 2004. === December 1, 2003. === Intructional Practices, Preservice Teachers === Includes bibliographical references. === Susan Carol Losh, Professor Directing Thesis; Richard Tate, Committee Member; Marcy Driscoll, Committee Member. |
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