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Construction of knowledge about teaching practice and educating students from diverse cultures in an online induction program
DISSERTATION

, Montana State University, United States

Montana State University . Awarded

Abstract

Beginning teachers in both urban areas and geographically isolated rural areas often do not have access to a mentor teacher of the same content area or grade level in their school or district. This project is a study of learning in the on-line e-Mentoring for Student Success (eMSS) program, which provides induction for science and mathematics teachers in Montana and California. The study centered on a particular segment of eMSS called the Diversity Module.

Two examinations were conducted: (1) Analysis of discourse by all participants in the Diversity Module, and (2) case study of five beginning teachers with diverse student populations. Analysis of learning by cases was conducted by examining discourse in the Diversity Module, private on-line discussions with their assigned mentors during a two-year period, and pre and post Diversity Module interviews and interviews of their mentors. Three frameworks were developed to aid understanding of findings: (1) discourse analysis, (2) competencies of multicultural teachers, and, (3) competencies of pedagogical and pedagogical content knowledge.

Cases developed their knowledge of teaching along a continuum of needs over two years of participation in the eMSS program. Initial needs expressed by mentees were in areas such as classroom management and general methods of instruction. Cases increased their knowledge in virtually all aspects of pedagogical knowledge, changing their expressed needs to pedagogical content knowledge concerns such as adapting and differentiating instruction for particular content and individual students, and building their repertoire of instructional representations.

Through on-line discussion, teachers developed or advanced awareness of student culture and learning characteristics, and adapted their practice to foster a climate of student respect. Findings provided little evidence of adapting instruction for diverse student learning. Teachers who had a strong awareness of their own and their students' cultures advanced their understanding of multicultural teaching competencies further than those who did not.

Interview results indicated that learning sometimes takes place in a non-visible manner. Growth in multicultural teaching knowledge, as well as several aspects of pedagogical and pedagogical content knowledge, was clearly evident for participants who posted few messages, but read and actively reflected on thoughts of others.

Citation

Bice, L.R. Construction of knowledge about teaching practice and educating students from diverse cultures in an online induction program. Ph.D. thesis, Montana State University. Retrieved April 26, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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Cited By

  1. Online induction models for new science teachers

    EunJin (EJ) Bang & Ana-Paula Correia, Iowa State University, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3534–3539

  2. Project TIN – Using collaborative synchronous and asynchronous technologies to deliver online, community-based induction for beginning teachers

    Joel Donna & Gillian Roehrig, University of Minnesota, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4686–4689

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