Evidence-Based Research in STEM Teacher Education: From Theory to Practice

Background/Context Contemporary state and national policy rhetoric reflects increased press for “evidence-based” decision making within programs of teacher education, including admonitions that programs develop a “culture of evidence” in making decisions regarding policy and practice. Recent case study reports suggest that evidence-based decision making in teacher education involves far more than access to data—including a complex interplay of motivational, technical, and organizational factors. Purpose In this paper we use a framework derived from Cultural Historical Activity Theory to describe changes in organizational practice within two teacher education programs as they began to use new sources of outcome data to make decisions about program design, curriculum and instruction. Research Design We use a retrospective case study approach, drawing on interviews, observations and documents collected in two university programs undergoing evidence-based renewal. Conclusions We argue for the value of a CHAT perspective as a tool for clarifying linkages between the highly abstract and rhetorically charged concept of a “culture of evidence” and concrete organizational practices in teacher education. We conclude that the meaning of a “culture of evidence” depends in large measure on the motivations underlying its development.

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“Evidence-Based Teaching, Evidence-Based Teacher Education” (Quality of Teachers and Quality of Teacher Education)

Preparing Teachers for the 21st Century - New Frontiers of Educational Research ◽

10.1007/978-3-642-36970-4_4 ◽

2013 ◽

pp. 53-66

Author(s):

Martin Valcke

Keyword(s):

Teacher Education ◽

Education Quality ◽

Evidence Based

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Preparing Pre-Service Candidates as Effective Reflective Practitioners Using edTPA

Fostering Reflective Teaching Practice in Pre-Service Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-2963-7.ch011 ◽

2018 ◽

pp. 205-217

Author(s):

Sumitra Himangshu-Pennybacker ◽

David P. Fuller

Keyword(s):

Teacher Education ◽

Reflective Practice ◽

New Teachers ◽

Reflective Practitioner ◽

Individual Student ◽

Evidence Based ◽

Student Needs ◽

Teacher Education Candidates ◽

Reflective Practitioners ◽

Based Instruction

Proponents of teacher education preparation advocate that in order for new teachers to be effective in their practice they must acquire skills as reflective practitioners, specifically as it relates to lesson designing and instruction and understanding individual student needs. This study demonstrates the use of edTPA reflective commentary to move teacher education candidates from a superficial professional reflection to becoming a reflective practitioner with an in-depth understanding of reflective practice and evidence-based instruction.

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Technology-Supported Inquiry in STEM Teacher Education

Digital Tools and Solutions for Inquiry-Based STEM Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-2525-7.ch010 ◽

2017 ◽

pp. 252-281 ◽

Cited By ~ 2

Author(s):

Marina Milner-Bolotin

Keyword(s):

Teacher Education ◽

Stem Education ◽

Collaborative Design ◽

Teacher Candidates ◽

Peer Instruction ◽

Collaborative Reflection ◽

Positive Attitudes ◽

Data Collection And Analysis ◽

Support Teacher ◽

Stem Teacher

The chapter describes the implementation of collaborative educational technologies in STEM teacher education to support teacher-candidates in acquiring inquiry-based teaching skills and positive attitudes about inquiry learning. The focus is on five different collaborative technology-enhanced pedagogies: (1) Peer Instruction, (2) collaborative design of conceptual questions with PeerWise, (3) data-driven STEM inquiry via using live data collection and analysis, (4) computer modeling-enhanced inquiry, and (5) collaborative reflection on peer teaching. Teacher-candidates experienced these pedagogical approaches first as learners, then reflected on them as future teachers, and lastly incorporated some of them during the practicum. As a result, teacher-candidates gained experience in promoting technology-enhanced inquiry in STEM education and began developing positive attitudes towards technology-enhanced inquiry-based STEM education.

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The Critical Language Reflection Tool

10.4018/978-1-7998-8093-6.ch010 ◽

2022 ◽

pp. 203-220

Author(s):

Jennifer Miyake-Trapp ◽

Kevin M. Wong

Keyword(s):

Teacher Education ◽

Teaching And Learning ◽

Critical Reflection ◽

Critical Consciousness ◽

Teacher Educators ◽

World Englishes ◽

Evidence Based ◽

Teaching Standards ◽

International Teaching ◽

Contextual Awareness

Critical reflection is an integral part of the teaching and learning process that requires educators to reflect on their assumptions and practices to promote equity in their classrooms. While critical reflection practices and frameworks have been proposed in teacher education, a TESOL-specific tool that engages with the unique complexities of world Englishes has not been developed. The current chapter, thus, engages in critical praxis by providing an evidence-based, step-by-step reflection tool for TESOL educators to enact inquiry. The reflection tool is called the critical language reflection tool, which offers open-ended questions surrounding assumption analysis, contextual awareness, and reflection-based action. Moreover, it applies a critical lens to the TESOL international teaching standards to help TESOL educators and teacher educators foster critical consciousness in TESOL classroom contexts.

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