A Study of the Transfer Impact of Online Course Participation on Constructivist Practices in Preservice Teacher Performance

Autor/in	Monico, Diane M.
Titel	A Study of the Transfer Impact of Online Course Participation on Constructivist Practices in Preservice Teacher Performance
Quelle	(2010), (164 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-0979-4
Schlagwörter	Hochschulschrift; Dissertation; Electronic Learning; Preservice Teacher Education; Constructivism (Learning); Student Teachers; Education Courses; Lesson Plans; Online Courses; Program Effectiveness; Student Teacher Supervisors; Transfer of Training; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fortbildungskurs; Lesson planning; Unterrichtsplanung; Online course; Online-Kurs; Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to examine the transfer impact of online course participation on constructivist practices in preservice teacher performance. Measuring constructivist practices in student teacher performance was completed by analyzing lesson plans, by analyzing preservice teacher reflections on the lesson planning process and teaching, and by analyzing the discussions of student teacher supervisors as they reflected on the lesson plans they observed for the purpose of evaluation. The study's outcomes demonstrated that online learning exposed preservice teachers to constructivist learning models that were transferred to their classroom practice. Data is presented to show that increased exposure with constructivist practices in online coursework gave rise to the transfer of constructivist practices in preservice teachers' classrooms. Recommendations include purposeful efforts in online teacher education courses to capitalize on the constructivist strategies modeled in order to help learning transfer of constructivist practice occur more readily for preservice teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10