University of Vermont

College of Education and Social Sciences

Doctoral Programs in Educational Leadership and Policy Studies

Prem P. Timsina: Employing “Best Practices” in Teacher Education: Faculty Perceptions of Their Success and Their Needs in Preparing Teachers to Increase Student Achievement (2014-06-23)

Timsina, Prem P. | 427A Waterman | 2014-06-23 | 2:30 p.m.

This qualitative study focuses on the faculty engaged in the preparation of secondary teachers at North East University (NEU). It seeks to discover how they see themselves as professionals and assess their work preparing future teachers in “Best Practices” of teaching so that they can effectively teach all students, particularly low achievers. To achieve the goal of this study, I conducted semi-structured individual interviews with those faculty who are engaged in preparing teachers at the secondary program.  Eight participants were interviewed for this study, among them six participants were fully engaged in the teacher preparation.  Once I collected the data from the interviews, then I transcribed, coded, analyzed the data, and identified similarities, differences, patterns, and themes from the interviews. The findings of this study indicate that these faculty have a strong commitment to preparing outstanding teachers that is rooted in their belief in social justice and equality. They expressed they have dreams about their teaching, about their student-teachers and about their program. The faculty are highly confident of their ability to educate secondary teachers and believe that they make a difference in the academic performance of those children their graduates serve in the schools. This study also concluded that the teacher educators at NEU’s secondary program think they are successful in introducing “Best Practices” of teaching, especially helping their student-teachers in differentiating instructions, dealing with disabilities, teaching ELL students, employing technology in teaching, understanding diversity, culture and traditions, and preparing their student-teachers in examining issues relating to prejudice, discrimination, stereotyping, race, poverty, gender, social class and ethnicity.

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