Graduation Year
2015
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Curriculum and Instruction
Major Professor
Diane Yendol-Hoppey, Ph.D.
Committee Member
Audra Parker, Ph.D.
Committee Member
Jolyn Blank, Ph.D.
Committee Member
Sarah van Ingen, Ph.D.
Keywords
enacted instruction, lesson planning, preservice teacher, preservice teacher support
Abstract
The purpose of this case study was to better understand the nature of the experiences of a preservice teacher, self-identified as having mathematics anxiety as she planned and implemented instruction during her internship by answering: What is the nature of the experiences of a preservice teacher, self-identified as having mathematics anxiety, as she planned for mathematics instruction during her final internship? What is the nature of the experiences of a preservice teacher, self-identified as having mathematics anxiety, as she implemented mathematics instruction during her final internship? Using an interpretivist approach to a case study inquiry, I used semi-structured interviews, observations, audio journals, and artifacts to collect data on a preservice teacher, cooperating teacher, and college supervisor. Member checking was used with interview data and a peer reviewer reviewed all data collection and analytic procedures. I analyzed the data using content and thematic analysis. The findings indicated that lack of planning, lack of instructional support, lack of content knowledge, and lack of transfer of what she learned in the mathematics methods course impacted the preservice teacher’s planning and implementation of mathematics instruction. In this way, the study identified the importance of instructional support for preservice teachers during K-12 classroom experiences, theory-to-practice connections between coursework and field experiences, and preservice teacher reflection to recognize weaknesses and seek out solutions to solve problems of practice. The study closed with a discussion from the viewpoint of reviewed literature, my interpretation of the findings and suggestions for future research.
Scholar Commons Citation
Rakes, Lori, "Help! I have to teach math: The nature of a preservice teacher's experiences enacting mathematics instruction in a final internship" (2015). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/5763
