Date of Award

8-2019

Rights

© 2019 Loni Rae Miller

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

William Boozang

Second Advisor

Jane Calnan

Third Advisor

Kristi Bitz

Abstract

Teacher preparation programs are mandated to prepare teachers that are ready for the changing landscape of the education profession. New accreditation requirements in preservice assessments and certification requirements for highly qualified teacher status are requiring teacher preparation programs to review their course plans. The purpose of the qualitative study was to examine how the graduates of a traditional teacher preparation program were implementing the PBL project design in their first year of teaching after receiving scaffolded instruction of the educational theory. The researcher explored which factors the graduate perceived allowed them to use PBL in their classroom. Using qualitative interviews, eight participants in their first year of teaching revealed that scaffolded instruction and the support of a mentor teacher provided them the confidence to implement elements of the PBL training in their classroom.

Comments

Ed.D. Dissertation

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