Examining the Impacts of Novice Teachers' Problem-Solving Approaches on Student Engagement and Teacher Confidence

• In Event: Poster Session 3
  In Poster Session: Division K Section 5 Poster Session

Abstract

Within the data set from a study of seven pre-service teachers (PSTs) of culturally, linguistically, and socioeconomically diverse (CLSD) elementary students in California, I single out two novice teachers with contrasting approaches aimed at improving student engagement. From these data, I theorize about implications of proactive and reactive problem-solving strategies on student engagement and PST confidence. Preliminary findings suggest that unlike reactive and hybrid approaches, proactive problem-solving strategies were positively associated with greater levels of student engagement and stronger confidence about effectively engaging students as learners. Future research of this nature has implications for the praxis of teacher educators who work to prepare PSTs to effectively educate all students.

Author

• BernNadette Thokozile Best-Green, University of California - Davis