Date: April 19, 2012
Creator: Jamadar, Anita & Tunks, Jeanne
Description: This presentation discusses research on an auto-ethnography of a pre-service teacher during the first semester of Professional Development School, documenting the change in confidence. There is no hypothesis for this study, due to the qualitative nature of the research. The method used in the study was an analysis of prior personal perceptions of teaching, as compared to experiences in the teacher preparation program. This presentation discusses the study that examined the pre-service teacher's perception of teaching/teachers, classes prior to methods classes, prior teaching experiences, and perceptions of what is a professional development school. The findings show that due to the Response to Intervention Model learned during a mathematics tutoring project, experiences with children, and assignments completed during the University of North Texas math methods class, the pre-service teacher gained confidence and felt like a professional teacher.
Contributing Partner: UNT Honors College