scholarly journals A Comparison of Pedagogical Knowledge Structures of Preservice Students and Teacher Educators in Two Institutions

1994 ◽  
Vol 13 (2) ◽  
pp. 140-162 ◽  
Author(s):  
Judith E. Rink ◽  
Karen French ◽  
Amelia M. Lee ◽  
Melinda A. Solmon ◽  
Susan K. Lynn
Keyword(s):  
Preservice Teachers ◽  
Effective Teaching ◽  
Student Teaching ◽  
Concept Maps ◽  
Teacher Educators ◽  
Concept Map ◽  
Pedagogical Knowledge ◽  
Knowledge Structures ◽  
Methods Course ◽  
Preparation Programs

Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and the other group completed the map just prior to student teaching. These data were compared with concept maps of teacher educators at each institution. Quantitative and qualitative data revealed differences between the groups of preservice teachers and between the preservice teachers and the teacher educators.

Content Development Patterns Over a 2-Year Period as Indicated from Written Lesson Plans

1991 ◽  
Vol 11 (1) ◽  
pp. 79-102 ◽  
Author(s):  
Kate R. Barrett ◽  
Ann Sebren ◽  
Anne M. Sheehan
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Teacher Educators ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Methods Course ◽  
Content Development ◽  
Graduate Research ◽  
Unit Plans ◽  
Project Data

Teaching preservice teachers to plan, specifically the written lesson plan, is one vehicle to help transform their content knowledge into forms that are pedagogically powerful (Shulman, 1987). This article describes what changes occurred in how one teacher, BJ, transformed her knowledge of content for student learning in lesson plans written during her methods course, student teaching, and 1st-year teaching. Data sources beyond the 17 lesson plans selected for analysis were unit plans, dialogue journals, semistructured interviews, and a graduate research project. Data were analyzed using inductive analysis techniques, and emerging results were discussed continuously with BJ for participant validation of the researchers’ interpretation. Four patterns related to content development are discussed: a shift in how content was identified, shorter lesson plans, a shift from consistent use of extending tasks with minimum use of application tasks to the reverse, and the absence of preplanned refinement and simplifying tasks. Findings from both studies, BJ’s and the original inquiry, suggest that teacher educators need to reexamine the amount and type of information they ask students to include, as well as the format. The challenge will be to develop new approaches that will continually support this process but that will be better suited to the realities of teaching (Floden & Klinzing, 1990).

Investigating How Rehearsals and Teacher Educator Feedback Influences Preservice Teacher Development

2018 ◽  
pp. 613-634
Author(s):  
Rajeev K. Virmani
Keyword(s):  
Preservice Teachers ◽  
Teacher Development ◽  
Student Teaching ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teacher Educator ◽  
Methods Course ◽  
Class Discussion ◽  
Whole Class Discussion ◽  
Whole Class

This chapter examines how three secondary mathematics preservice teachers and two teacher educators rehearse and enact the core teaching practice of leading a whole-class discussion in a math methods course and in student teaching placements. Findings indicate that there was substantial variation in the three preservice teachers' opportunities to practice key aspects of leading a whole-class discussion, the type of feedback they received from the teacher educators, and the authenticity of the rehearsal. The opportunity to approximate practice and receive feedback played a significant role in the generative nature of the preservice teachers' enactments of a whole-class discussion in their student teaching placements.

The Professional Handbook

2010 ◽  
pp. 347-364
Author(s):  
Sara Winstead Fry
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Methods Course ◽  
Inservice Teachers ◽  
Reflective Skills

The Professional Handbook is a teacher education assignment that allows preservice teachers to use technology to connect theory and practice while also developing their reflective skills and professionalism. The assignment involves compiling information in an easy-to-use website that preservice teachers can access while engaged in their semester-long student teaching experience and once they are employed as inservice teachers. This chapter describes the Handbook’s essential goals, discusses its use in an instructional methods course, and makes recommendations for modifying the Handbook’s format for use in any teacher education course while preserving the framework provided by the assignment’s essential goals. The chapter serves as a resource for teacher educators looking to use technology to enhance the quality of teacher preparation assignments.

Using Multimedia to Teach Self-Regulated Strategy Development to Preservice Teachers

2018 ◽  
Vol 33 (2) ◽  
pp. 124-137 ◽  
Author(s):  
John Elwood Romig ◽  
Todd Sundeen ◽  
Cathy Newman Thomas ◽  
Michael J. Kennedy ◽  
Jesse Philips ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Cognitive Load ◽  
Writing Instruction ◽  
Teacher Educators ◽  
Cognitive Theory ◽  
Performance Measure ◽  
Strategy Development ◽  
National Commission ◽  
Preparation Programs ◽  
Essential Components

The National Commission on Writing called for a reform in writing instruction over a decade ago. However, teacher preparation programs still rarely provide sufficient training in writing instruction for teacher candidates. The purpose of this study was to improve the writing instruction of preservice teachers. Participating preservice teachers ( N = 166) from three universities were randomly assigned to learn essential components of the self-regulated strategy development (SRSD) and the “model it” stage via content acquisition podcast (CAP)-TVs, lecture, or a practitioner-oriented article. This randomized control trial found that students in the CAP-TV condition outperformed peers in the article condition on a researcher-created measure of SRSD knowledge. Additionally, participants in the CAP-TV condition outperformed peers in both comparison groups article on a measure of modeling instruction. Results from a perceived cognitive load survey indicated that perceived cognitive load was significantly correlated with outcomes on the knowledge and performance measure for all participants. These results suggested that multimedia tools designed using Mayer’s (2009) cognitive theory of multimedia learning can reduce cognitive load and increase learning outcomes. Teacher educators should consider incorporating CAP-TVs into their coursework when teaching complex instructional strategies.

Critical Thinking in Teacher Education

2019 ◽  
pp. 1-18
Author(s):  
Katie Peterson-Hernandez ◽  
Steven S. Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Thinking ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Preparation Programs ◽  
Methods Course ◽  
Preparation Programs ◽  
Literacy Methods

This chapter documents the development of critical thinking skills in preservice teachers as they engaged in practicum settings in a teacher education program. Qualitative data helps illustrate the shifts in thinking that correlated with particular experiences in the program. Data is used to illustrate strategies that teacher preparation programs might draw on to help teacher education students develop critical thinking skills related to pedagogies and practices. The authors conclude by theorizing a relationship between the structure and strategies employed within a literacy methods course and the expansion of preservice teachers understanding of literacy, teaching, and learning.

scholarly journals Preservice Teachers’ Learning to Plan Intellectually Challenging Tasks

2016 ◽  
Vol 68 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Hosun Kang
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Science Teachers ◽  
Learning Opportunities ◽  
Mentor Teachers ◽  
Methods Course ◽  
Secondary Science Teachers ◽  
Challenging Tasks ◽  
Situative Perspective ◽  
Problems Of Practice

This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons. Drawing upon a situative perspective on learning, eight PSTs’ trajectories of participation in communities of practice are examined with a focus on planning throughout student teaching. Data include 32 sets of teaching artifacts, interviews with PSTs, interviews with methods course instructors, and interviews with mentor teachers. The analyses show that instructional tasks observed at the beginning of lessons link to the ways in which PSTs engage in the three interrelated processes of (a) framing instructional goals, (b) constructing a lesson scenario, and (c) addressing problems of practice. The consistencies and changes observed in the PSTs’ trajectories of planning reveal the dynamic, responsive, and contentious nature of planning situated in local contexts. Three implications for designing productive learning opportunities for PSTs are discussed.

The Importance of Using Subject-Specific Technology Uses to Teach TPACK

2012 ◽  
pp. 152-169 ◽  
Author(s):  
Anne T. Ottenbreit-Leftwich
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Pedagogical Knowledge ◽  
Classroom Teachers ◽  
Technology Knowledge ◽  
Subject Specific ◽  
Specific Technology

The objective of this chapter is to describe a case study of an educational technology course that uses subject-specific contexts to address preservice teachers’ development of TPACK. Many have indicated that in order for technology knowledge to be transferred to the classroom, teachers need to find the knowledge being taught relevant to their future classrooms. This course uses various workouts and cases to develop preservice teachers’ technology abilities within the context of their future classrooms. Through these activities, preservice teachers showed improvement in technology knowledge (TK), technological pedagogical knowledge (TPK), and technological pedagogical and content knowledge (TPACK). Recommendations are made to other teacher educators on how to apply such principles within their own educational technology courses.

Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers

2019 ◽  
Vol 121 (6) ◽  
pp. 1-28
Author(s):  
Dorinda J. Carter Andrews ◽  
Tashal Brown ◽  
Bernadette M. Castillo ◽  
Davena Jackson ◽  
Vivek Vellanki
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Preparation ◽  
Critical Consciousness ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
K 12 ◽  
Humanizing Pedagogy

Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented teacher educators, our best intentions to create humanizing experiences for future teachers can have harmful results that negatively impact preservice teachers’ ability to successfully teach culturally diverse students in a multitude of learning contexts. Purpose/Objective/Research Question/Focus of Study In this article, we propose a humanizing pedagogy for teacher education that is informed by our experiences as K–12 teachers and teacher educators in a university-based teacher preparation program. We focus on the general questions, How can university-based teacher preparation programs embody and enact a humanizing pedagogy? and What role can curriculum play in advancing a humanizing pedagogy in university-based teacher preparation programs? Research Design In this conceptual article, we theorize a humanizing pedagogy for teacher education and propose a process of becoming asset-, equity-, and social justice-oriented teachers. This humanizing pedagogy represents a strengths-based approach to teaching and learning in the teacher preparation classroom. Conclusions/Recommendations We propose core tenets of a humanizing pedagogy for teacher education that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. If university-based teacher education programs are committed to cultivating the development of asset-, equity-, and social justice-oriented preservice teachers, the commitments to critical self-reflection, resisting binaries, and enacting ontological and epistemological plurality need to be foundational to program structure, curricula alignment, and instructional practice.

Teacher Education: How Teacher Educators Can Use Manipulative Materials with Preservice Teachers

1983 ◽  
Vol 31 (4) ◽  
pp. 12-13
Author(s):  
Sharon L. Young
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Teacher Educators ◽  
Methods Course

Not long ago I wa ob erving Martha Peterson, a preservice teacher from my methods course, as she was teaching the subtraction algorithm to some third grader. Martha was using base-ten blocks to show how the physical exchange of a “long” for ten “unit,” in relation to a written step in the algorithm, when Johnny exclaimed, “so that' why you cross out the tens!” As we left the classroom, Martha was elated and said. “Did you hear Johnny? The base-ten block really helped him understand. l didn't think manipulative material would really work but now I do”

Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools

2011 ◽  
Vol 62 (5) ◽  
pp. 446-464 ◽  
Author(s):  
Lauren Anderson ◽  
Jamy Stillman
Keyword(s):  
Preservice Teachers ◽  
Academic Success ◽  
Student Teaching ◽  
Professional Practice ◽  
Teacher Educators ◽  
First Year ◽  
Opportunities To Learn ◽  
Underserved Students ◽  
The Face ◽  
High Needs Schools

This article presents findings from a qualitative study of first-year elementary teachers who assessed the strengths and weaknesses of their preservice student teaching experiences vis-à-vis their inservice realities. Specifically, the study explores opportunities to learn across student teaching placements and analyzes the degree to which placements present participants with equitable opportunities to build a specialized view of professional practice—one that can support them to enact in urban, high-needs schools the kind of practices that research suggests are crucial to the academic success of historically underserved students. Findings highlight the importance of providing preservice teachers with examples of “what’s possible” in the face of tightly regulated, accountability-driven policies. The authors conclude with suggestions for teacher educators concerning the reorganization of student teaching and the strategic mediation of preservice teachers’ learning to ensure that all preservice teachers receive equitable opportunities to learn in and through their placements in the field.

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