Date of Award

1-1-2021

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Education Theory and Practice

Content Description

1 online resource (viii, 120 pages) : color illustrations.

Dissertation/Thesis Chair

Peter Shea

Committee Members

Lijun Ni, Reza Feyzi-Behnagh

Keywords

Pre-service teacher professional development, Socially shared regulation of learning, Technology integration, TPACK development, Student teachers, Lesson planning, Group work in education, Pedagogical content knowledge, Educational technology, Curriculum planning

Subject Categories

Education | Teacher Education and Professional Development

Abstract

Collaborative lesson planning is an effective teacher training approach for improving teaching skills. One critical challenge is how to ensure effective collaboration and interaction among teachers. This study attempts to address this issue by proposing a pre-service teacher professional development model, Shared Collective Lesson Planning (SCLP). To illustrate how this model can be implemented, 24 student teachers were invited to participate in the SCLP activities. Their behaviors and strategies performed were presented and highlighted. Additionally, pre-service teachers are required to be competent in technological knowledge, pedagogical knowledge, and content knowledge (TPACK) for successful pedagogical technology integration. Therefore, this study also investigates how student teachers’ TPACK levels developed after experiencing the SCLP procedure. Meanwhile, to explore how participants selected and applied information and communication technologies (ICTs), their plans for ICTs application and integration were collected and analyzed. Qualitative evidence indicates that the student teachers were concentrated on the collaborative tasks when using regulatory strategies. In terms of participants’ TPACK levels, although the changes in specific knowledge domains at the group level fluctuated, their overall TPACK levels improved throughout the SCLP activities. Furthermore, the student teachers constructed detailed technology application and integration plans in which the ICTs played an important role in the practical instructions. Implications of this dissertation include the theoretical values of the model, the practical application of shared regulation of learning in supporting collaboration in pre-service teacher education programs, and the potential interplay between TPACK development and technology integration behaviors. Limitations and future directions are also discussed.

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