Graduate Student Dissertations, Theses, Capstones, and Portfolios
Date of Award
6-2025
Document Type
Dissertation
Granting Institution
Lynn University
Degree Name
Doctor of Education (Ed.D.)
Degree Program
Educational Leadership
Department
College of Education
First Advisor
Dr. Jennifer J. Lesh
Second Advisor
Dr. Kathleen Weigel
Third Advisor
Dr. Kelly A. Burlison
Abstract
Behind the steady decline in teacher retention in the United States—not to mention the lower number of candidates entering the profession—many teachers are leaving early on account of having been inadequately prepared for the challenges of a diverse classroom. Teacher preparation programs (TPPs), also known as teacher education programs (TEPs), are tasked with equipping preservice student teachers with the knowledge, skills, and strategies that they need to succeed. However, a recent audit conducted by TPI-US (Teacher Preparation Inspection–US) revealed significant deficits in the undergraduate TPP at an identified university in southeast Florida. A failure to align coursework with clinical internship responsibilities has contributed to preservice student teachers struggling to pass the Florida Teacher Certification Examination (FTCE) and effectively transition to their first-year teaching roles.
This action research study developed revisions to the clinical internship assignments at the study university to better prepare preservice student teachers for the complexities of real-world classrooms. Using a mixed-methods approach, the researchers conducted a focus group with three cooperating mentor teachers and disseminated a Qualtrics survey to past and current students in the university’s Undergraduate Elementary Education Program and Educational Leadership Doctoral Program to evaluate the proposed changes to the current TPP program. The data collected from the focus group and survey provided insight into the participants’ perceptions of preparedness and evaluated the effectiveness of proposed revisions in critical areas such as classroom management, assessment, differentiation, academic feedback, and questioning.
The subsequent analysis of this data showed that the survey participants felt most prepared in the area of Professional Responsibility and Ethical Conduct and least prepared in the area of Assessment. The survey results also pointed to a need for more training in classroom management as well as additional hands-on experience. Based on these results, the updated revisions include an earlier start date for the clinical internship experience, a phased release of teaching responsibilities, and the introduction of both new and modified assignments that promote reflection and professional growth.
This thesis sought to revise the university’s TPP to bridge the gap between coursework and classroom practice, preparing preservice teachers with the practical skills, confidence, and competence that they need for their first year of teaching.
Recommended Citation
Corey, M. L., Sargent, J. D., & Stuart, M. R. (2025). Bridging Theory and Practice: A Strategic Overhaul of the Undergraduate Teacher Preparation Internship Experience at a Small Private University [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/432
Comments
To protect privacy and copyright, this dissertation may have been edited to redact pages, personal information, and/or signatures. For a complete, unedited version of the volume, please contact the University Archives.