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ERIC Number: EJ1203840
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Mixed Methods Research to Improve Course Design for Preservice Teachers
White, Elizabeth S.; Miller, Kyle E.
International Journal for the Scholarship of Teaching and Learning, v13 n1 Article 13 2019
The purpose of this mixed methods study was to examine student perceptions of a Child Development in Education course required for education majors. Participants (N = 167) completed pre and posttests assessing course content knowledge and a course satisfaction survey. Five students also participated in semi-structured interviews. Quantitative analyses showed that course satisfaction differed by student major, with music education majors reporting lower satisfaction than elementary and special education majors. Further, while students believed they were more familiar with most course topics over time, their responses to course content questions did not consistently show learning gains. The qualitative analysis identified student perceptions of assignments and teaching strategies, as well as aspects of the course needing improvement. We discuss how we used these findings to better support all students through cross-disciplinary teaching collaborations and course modifications to increase learning gains that are necessary for success in future courses and teacher licensure.
Descriptors: Preservice Teachers, Preservice Teacher Education, Education Majors, Curriculum Design, Student Satisfaction, Course Content, Student Attitudes, Assignments, Teaching Methods, Teacher Collaboration, Achievement Gains, Knowledge Level, Course Evaluation, Majors (Students), Experiential Learning, Music Education
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: firstname.lastname@example.org; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A