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dc.contributor.advisorNesmith, Suzanne M.
dc.creatorTrumble, Jason F., 1978-
dc.date.accessioned2015-09-04T14:13:35Z
dc.date.available2015-09-04T14:13:35Z
dc.date.created2015-08
dc.date.issued2015-07-24
dc.date.submittedAugust 2015
dc.identifier.urihttp://hdl.handle.net/2104/9484
dc.description.abstractPreservice teacher education programs are the foundation of the future generations of teachers, and the pinnacle of beginning teacher training is the internship experience. A gap in educational literature exists in relation to the role of the internship experience in the development of preservice teachers’ understanding of teaching students to be prepared for a technology rich society through the integration of technology, pedagogy, and content. Using a mixed methods approach 33 preservice teacher interns were surveyed to examine potential change in interns’ perceptions and actions regarding their preparedness to teach in a technology rich society. Six embedded cases were analyzed holistically to examine the factors that impacted the interns’ understanding and use of technology over the course of a one-semester internship. The results of this study indicated little change in interns’ self-perceived preparedness to teach in a technology rich society, however it was determined that the effects of the internship experience were individualized and influenced by multiple factors. Implications for practice and additional research recommendations are provided.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectTPACK. Teacher education. Student teaching.
dc.titleThe impact of the internship experience on interns’ self-perceived preparedness to teach in a technology rich society : a mixed methods multiple case study.
dc.typeThesis
dc.rights.accessrightsWorldwide access
dc.type.materialtext
thesis.degree.namePh.D.
thesis.degree.departmentBaylor University. Dept. of Curriculum & Instruction.
thesis.degree.grantorBaylor University
thesis.degree.levelDoctoral
dc.date.updated2015-09-04T14:13:35Z


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