Name/SID : Selfieni/16010106089 Subject : Speech and Seminar on ELT METHOD The participants in the larger study were 55 student teachers who were asked to complete several paper-and-pencil tasks related to their perceptions of classroom teaching. The pre-testing was completed during a student teaching orientation before their semesterlong student teaching experiences. Student teachers were given two Liken scales to complete: a Managing Students Scale (johnson, 1994) with 21 items regarding teachers' beliefs on managing classrooms, and a Teacher Efficacy Scale with 20 items validated in a prior study by Woolfolk, Rosoff, and Hoy (1990). Most important for this reporting, students were asked to depict a concept map entitled "How good teachers help students learn." The students were asked to list all the ideas they could think of related to that topic. Then they were asked to organize those ideas so that similar items were grouped. Additional groupings could be made by grouping these individual items or smaller groups of concepts into larger groups. Finally, they were asked to place the groups and subgroups in a graphic display around the central topic to show how they were related to each other and the topic. Post-testing included a repetition of the Likert scales and concept map measures at the conclusion of their student teaching experiences. After the data were collected, the pre- and post-questionnaires were compared to determine whether there were differences in the thinking of individual student teachers after completing student teaching. The responses of the overall group of 55 student teachers are to be reported in depth elsewhere (johnson, 1997). Most of the student teachers' post tests exhibited a richer increased awareness of classroom life. However, there also existed a minority group of student teachers whose qualitative and quantitative responses revealed very little change. To further explore the changes in thinking that occurred, six student teachers were selected for interviews, four representing changes and two representing little or no change frompre- to post-test responses. These student teachers completed a final study phase that consisted of l 'I: to 2 hour one-on-one interviews with students responding to a series of questions using a think-aloud protocol. Because the student teachers had already explained their thinking on their pre-test concept map, the interview began with questions to elicit their explanations for the concepts included in their post-test concept maps. Then, the student teachers were presented with their pre- and post-concept maps and asked to analyze the differences in the two graphic depictions and the reasons for those differences. Finally, pre-identified Likert scale questions that substantially differed from pre- and post-test responses were presented to each student teacher. Interview questions sought to determine the reasons for the changes in their thinking and to elicit specific episodic links to the classroom events noted in explaining these changes. The sessions were audiotaped and later transcribed.
