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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Miller, Loni Rae"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["William Boozang","Jane Calnan","Kristi Bitz"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-08-01T07:00:00Z","date_published":"2019-08-01T07:00:00Z","updated_at":"2026-07-24T05:21:18Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/234","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["William Boozang","Jane Calnan","Kristi Bitz"]},{"key":"dc:creator","label":"Author","values":["Miller, Loni Rae"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-09-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/234"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Teacher Preparation: Implementing Theory Into Practice"]}]}],"canonical_facts":{"dc:contributor":["William Boozang","Jane Calnan","Kristi Bitz"],"dc:creator":["Miller, Loni Rae"],"dc:date.available":["2019-09-20T07:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://dune.une.edu/theses/234"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership"],"dc:title":["Teacher Preparation: Implementing Theory Into Practice"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:18Z"}