Developing Teachers as Critical Curators: Investigating Elementary Preservice Teachers’ Inspirations for Lesson Planning

2019 ◽  
Vol 71 (5) ◽  
pp. 518-536 ◽  
Author(s):  
Amanda G. Sawyer ◽  
Katie Dredger ◽  
Joy Myers ◽  
Susan Barnes ◽  
Reece Wilson ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Cooperating Teachers ◽  
New Literacies ◽  
Lesson Plans ◽  
Online Resources ◽  
Know How ◽  
Internet Resources ◽  
University Courses ◽  
Elementary Preservice Teachers

Internet resources abound for preservice teacher (PST) use today, but we do not know how they choose and describe their implementation of them. This study investigates 158 elementary PSTs’ lesson plans across eight courses to describe plan inspiration and justification. PSTs reported being inspired by cooperating teachers (CTs), friends and family members, university courses, and Internet resources. In some cases, these PSTs simply followed lesson plans given to them. In other cases, they collected, curated, synthesized, and applied ideas based on inspirations, showing dispositions of New Literacies Theory. This study provides evidence that teacher educators need to engage PSTs in intentionally developing the skills of curation by acknowledging and modeling the depth and breadth of resources, including those that are not necessarily sanctioned. Implications include ways that teacher educators can frame PSTs’ understandings as they critically consume online resources through Critical Curation Theory.

Elementary preservice teachers' integration of engineering into STEM lesson plans

2020 ◽  
Vol 120 (7) ◽  
pp. 402-412
Author(s):  
Cathrine Maiorca ◽  
Margaret J. Mohr‐Schroeder
Keyword(s):  
Preservice Teachers ◽  
Lesson Plans ◽  
Elementary Preservice Teachers

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).

Eliciting and Analyzing Preservice Teachers' Mathematical Noticing

2017 ◽  
Vol 5 (2) ◽  
pp. 158-177 ◽  
Author(s):  
Julie M. Amador ◽  
Anne Estapa ◽  
Zandra de Araujo ◽  
Karl W. Kosko ◽  
Tracy L. Weston
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Methods Courses ◽  
Mathematical Content ◽  
Mathematics Teacher Educators ◽  
Elementary Preservice Teachers

In an effort to elicit elementary preservice teachers' mathematical noticing, mathematics teacher educators at 6 universities designed and implemented a 3-step task that used video, writing, and animation. The intent of the task was to elicit preservice teachers' mathematical noticing–that is, noticing specific to mathematics content and how students reason about content. Preservice teachers communicated their noticing through both written accounts and selfcreated animations. Findings showed that the specific city of mathematical noticing differed with the medium used and that preservice teachers focused on different mathematical content across the methods sections, illuminating the importance for mathematics teacher educators understanding of the noticing practices of the preservice teachers with whom they work. This report includes implications for using the task in methods courses and modifying course instruction to develop noticing following task implementation.

Promoting Race Talk With Elementary Preservice Teachers Through Diverse Picture Book Read Alouds

2021 ◽  
pp. 210-234
Author(s):  
Bethany Louise Scullin
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Picture Book ◽  
Read Aloud ◽  
Read Alouds ◽  
Curricular Framework ◽  
The Us ◽  
Elementary Preservice Teachers ◽  
History Of ◽  
Education Courses

The purpose of this chapter is to provide teacher educators with considerations on how to incorporate diverse picture book read alouds into their own education courses in an effort to promote race talk with preservice teachers (PST). The chapter begins by explaining the need for children to talk about race and the resistance of many PST engaging in these important discussions. Next, an explanation is provided of why diverse picture book read alouds may be a catalyst for preservice teachers to engage in race talk. The chapter continues with a description of the developed Race Talk Read Aloud Curricular Framework which includes a Race Talk Text Set. Eight considerations explain how the curricular framework and text set were developed with the purpose of promoting race talk with PST as they read and discussed the history of racism in the US, how it applies to ourselves, and current literacy instruction in our nation's schools.

Examples of c/Critical Coaching: An Analysis of Conversation Between Cooperating and Preservice Teachers

2018 ◽  
Vol 69 (5) ◽  
pp. 493-507 ◽  
Author(s):  
Charlotte L. Land
Keyword(s):  
Preservice Teachers ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Cooperating Teachers ◽  
Linguistically Diverse ◽  
Critical Discourse ◽  
Teacher Education Programs ◽  
Power Structures ◽  
Similar Work

As student populations become culturally and linguistically diverse, mismatches between students and the mostly White teaching force create challenges for schools and teacher education programs. This article—drawing from the Coaching With CARE project and building on research valuing the role of cooperating teachers (CTs) in supporting critical, socially just teaching—examines c/Critical conversations between CTs and preservice teachers (PTs) to highlight ways CTs may bring critical understandings into mentoring work. Findings show that using tools like retrospective video analysis (RVA) and responsive critical discourse analysis (CDA) helped provide space for some CTs to engage in critical discussions of traditional power hierarchies within the classroom, the roles they and their students assume in societal power structures, and ways those understandings may affect their classroom teaching. The examples also demonstrate the challenges facing teacher educators who hope to engage in similar work and importance of professional development for CTs that includes critical reflection on their own identities and power.

Against the Script With edTPA: Preservice Teachers Utilize Performance Assessment to Teach Outside Scripted Curriculum

2019 ◽  
pp. 004208591987368 ◽  
Author(s):  
Kathryn Struthers Ahmed
Keyword(s):  
Preservice Teachers ◽  
Performance Assessment ◽  
Student Teaching ◽  
Teacher Educators ◽  
Bilingual Students ◽  
High Poverty ◽  
Scripted Curriculum ◽  
Literacy Curriculum ◽  
Elementary Preservice Teachers ◽  
Emergent Bilingual Students

This article reports on how the policy context shaped the development of two elementary preservice teachers’ (PSTs) literacy instructional practice. While student teaching emergent bilingual students in urban, high-poverty classrooms that utilized mandated scripted literacy curriculum, PSTs completed edTPA, a Teacher Performance Assessment, for their credential. Participants’ edTPA lessons represented the only time PSTs taught literacy outside the mandated curriculum’s script and in ways that were more aligned with their—and their teacher education program’s—ideals. Findings from this study show that it might be possible for PSTs and teacher educators to appropriate edTPA for their own purposes.

scholarly journals Undergraduate music students' perceptions of lesson and rehearsal planning

2017 ◽  
Author(s):  
◽  
Aaron T. Wacker
Keyword(s):  
Preservice Teachers ◽  
Music Education ◽  
General Education ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Lesson Planning ◽  
Lesson Plans ◽  
Survey Study ◽  
Score Study ◽  
Group I

This dissertation comprises three projects that were designed to investigate specific lesson planning practices and how music teacher educators might improve students' instructional preparation. The first investigation is a review of literature pertaining to lesson planning and teacher knowledge-specifically Pedagogical Content Knowledge (PCK) and Content Knowledge (CK). The second investigation is a survey study about preservice teachers' perceptions of where in their coursework lesson plans were taught and used, beliefs regarding the importance of planning, and how prepared they felt to use lesson planning in their classes. Respondents (N equals 107) indicated that they were taught lesson planning more often in music education courses than in general education or music method courses. The third investigation is an experimental study. Novice conductors (N equals 20) were randomly divided into two equal groups (n equals 10 per group). I sought to determine whether novices who focused their rehearsal preparation using typical score study methodologies (CK) differed from those whose preparation involved both score study and specific rehearsal strategies (CK and PCK). I found no significant differences between the control and experimental groups' score study knowledge or rehearsal effectiveness ratings. Results from these three projects indicated that preservice teachers (a) found lesson planning to be important, (b) felt prepared to use lesson plans as part of the instructional process, and (c) could use either preparation method to prepare for rehearsals.

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

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