Straddling Teacher Candidates’ Two Worlds to Link Practice and Theory: A Self-Study of Successful and Unsuccessful Efforts

2017 ◽  
Vol 13 (2) ◽  
pp. 145-164 ◽  
Author(s):  
David Dillon
Keyword(s):  
Teacher Candidates ◽  
Self Study

Exploring lesson study in postsecondary education through self-study

2020 ◽  
Vol 9 (4) ◽  
pp. 367-381
Author(s):  
Alireza Moghaddam ◽  
Christine Arnold ◽  
Saiqa Azam ◽  
Karen Goodnough ◽  
Kimberly Maich ◽  
...  
Keyword(s):  
Postsecondary Education ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Content Type ◽  
Self Study ◽  
Critical Feedback ◽  
Class Instruction ◽  
Study Process ◽  
Faculty Of Education ◽  
K 12

PurposeThe purpose of this collaborative self-study inquiry was to enhance the professional practice of faculty members through the adoption of lesson study. A seven-member faculty of education self-study group engaged in lesson study in a computer and learning resources for primary/elementary teachers’ course with teacher candidates.Design/methodology/approachThis study focused on providing teacher candidates with increased opportunities for action and expression during in-class instruction. This collaborative lesson study inquiry (Fernandez et al., 2003; Fernandez and Yoshida, 2004; Murata, 2011) involved the four-step process of planning, doing, checking and acting (PDCA) (Cheng, 2019). Several data collection methods were adopted and data sources analyzed.FindingsChallenges the group encountered during the study included ascertaining the goals of lesson study and offering critical feedback to each other. While this made decision-making more intricate and intentional, there was exceptional value in participating in the lesson study process. The results revealed three overarching themes: 1) challenges in classroom observations; 2) hesitation in providing supportive feedback to colleagues and 3) deliberations regarding what constitutes expertise within subject-specific preservice teacher education.Originality/valueWhile lesson study has been adopted fairly extensively in K-12 settings, its adoption in postsecondary education is limited (Chenault, 2017). Considering the merits of lesson study for K-12 practitioners, this research investigated the similar advantages that lesson study might have for postsecondary education faculty, students and programs.

scholarly journals Through Rubrics and Scaffolded Instruction: A Programmatic Self-Study of Writing Expectations

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Cynthia Lassonde ◽  
Alison Black ◽  
Jane Miller ◽  
Hanfu Mi
Keyword(s):  
Teacher Education ◽  
Creative Writing ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Reflective Process ◽  
Scaffolded Instruction ◽  
Self Study

Colleagues in a teacher education program describe their journey of programmatic self-study as they examine how they teach and assess teacher candidates’ writing in a series of three required and sequenced undergraduate literacy courses. They lead the reader through the questions they asked themselves about their instruction and their reflective process with a goal of improving teacher candidates’ technical, reflective, and creative writing. Readers are encouraged to reflect on their expectations for teacher candidates’ writing in light of instruction and assessment. Implications for teacher education are explored.

Assessment of Case-Based Instruction in a Graduate Educational Psychology Course

2021 ◽  
pp. 91-120
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Classroom Management ◽  
Educational Psychology ◽  
Teacher Candidates ◽  
Future Research ◽  
Practitioner Inquiry ◽  
Self Study ◽  
Future Research Directions ◽  
Based Instruction ◽  
Psychology Course ◽  
Case Based

This chapter showcases a teacher educator's assessment of case-based instruction in an advanced level educational psychology course. First, action research, self-study, and reflective practice are explained as constructs of practitioner inquiry. Then, case-based instructional models related to teacher candidates' classroom management proficiencies are reviewed. Next, the teacher educator's examination of own teacher preparation practice is described to highlight development, implementation, and improvement of the target educational psychology course geared towards advancement of teacher candidates' classroom management capacities. Thereafter, solutions and recommendations for promoting teacher candidates' P-12 grades classroom management expertise are discussed. Finally, future research directions are proposed for ascertaining effectiveness of case-based instruction as evidence-based pedagogical approach for strengthening teacher candidates' P-12 grades classroom management aptitudes.

scholarly journals From Talk to Experience: Transforming the Preservice Physics Methods Course

2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Tom Russell ◽  
Shawn M. Bullock
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Preservice Teacher Education ◽  
Methods Course ◽  
Pedagogical Approach ◽  
Self Study ◽  
Physics Curriculum

This report of a collaborative self-study describes and interprets our pedagogical approach at the beginning of a preservice physics methods course and outlines the strategy that we used to create a context for productive learning. We focus on our attempt to engage teacher candidates in dialogue about learning physics and learning to teach physics by engaging them in brief teaching experiences in the first month of a preservice teacher education program, before the first practicum placement. Self-study methodologies are used to frame and reframe our perceptions of teaching and learning as we enacted a pedagogy of teacher education that was unfamiliar both to us and to our teacher candidates.Keywords: self-study of teacher education practices, lesson study, teacher education, physics, curriculum methods

Using Critical Self-Study to Build Racial Literacy Pedagogy

2020 ◽  
pp. 276-298 ◽  
Author(s):  
Jill Ewing Flynn ◽  
Rosalie Rolón-Dow ◽  
Lynn Jensen Worden
Keyword(s):  
Social Justice ◽  
White Students ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Race And Racism ◽  
Knowing How ◽  
Self Study ◽  
Race And Education ◽  
Racial Literacy ◽  
The Impact

This chapter describes a critical self-study conducted by teacher educators as they taught and learned with their students about race and its impact on education. Responding to calls for more research on social justice-focused pedagogy, the chapter seeks to help teacher educators consider how to build racial literacy in their teacher candidates. Despite the enduring significance of race and the disparities that exist between the experiences of white students and those of racially minoritized students, teacher candidates are often under-prepared for understanding the impact of race and racism or for knowing how to address it in their future classrooms. The responsibility for building skills and understanding related to race and education falls squarely on the shoulders of teacher educators, and this self-study shows one model for centering that work.

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