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.

Preservice Teachers' Competencies to Select and Sequence Students' Solution Strategies for Productive Whole-Class Discussions

2014 ◽  
Vol 3 (1) ◽  
pp. 27-57 ◽  
Author(s):  
Erin Meikle
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Methods Course ◽  
Class Discussion ◽  
Mathematical Learning ◽  
Solution Strategies ◽  
Challenging Tasks ◽  
Whole Class Discussion ◽  
Whole Class ◽  
The Moment

It can be difficult for teachers to make in-the-moment decisions about which solution strategies to cognitively challenging tasks should be included in the whole-class discussion (Stein, Engle, Smith, &s Hughes, 2008). Teachers can purposefully select and sequence the solution strategies to help create a whole-class discussion that promotes the mathematical learning goal. An intervention was implemented in a middle school methods course that aimed to understand preservice teachers' (PSTs') competencies in formulating rationales for their selecting and sequencing choices. Results from the intervention suggest that PSTs' sequencing rationales can be grouped into three categories.

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).

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.

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.

Equitable Teaching and the Core Practice Movement: Preservice Teachers’ Professional Reasoning

2020 ◽  
Vol 122 (11) ◽  
pp. 1-40
Author(s):  
Britnie Delinger Kane
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teacher ◽  
Teacher Educators ◽  
Design Research ◽  
Teaching Practice ◽  
Student Thinking ◽  
The Core ◽  
Collaborative Analysis ◽  
Core Practice

Background/Context The Core Practice movement continues to gain momentum in teacher education research. Yet critics highlight that equitable teaching cannot be reduced to a set of “core” practices, arguing that such a reduction risks representing teaching as technical work that will be neither culturally responsive nor sustaining. Instead, they argue that preservice teachers need opportunities to develop professional reasoning that takes the specific strengths and needs of students, communities, and subject matter into account. Purpose This analysis takes up the question of how and whether pedagogies of investigation and enactment can support preservice teachers’ development of the professional reasoning that equitable teaching requires. It conceptualizes two types of professional reasoning: interpretive, in which reasoners decide how to frame instructional problems and make subsequent efforts to solve them, and prescriptive, in which reasoners solve an instructional problem as given. Research Design This work is a qualitative, multiple case study, based on design research in which preservice teachers participated in three different cycles of investigation and enactment, which were designed around a teaching practice central to equitable teaching: making student thinking visible. Preservice teachers attended to students’ thinking in the context of the collaborative analysis of students’ writing and also through designed simulations of student-teacher writing conferences. Findings/Results Preservice teachers’ collaborative analysis of students’ writing supported prescriptive professional reasoning about disciplinary ideas in ELA and writing instruction (i.e., How do seventh graders use hyperbole? How is hyperbole related to the Six Traits of Writing?), while the simulation of a writing conference supported preservice teachers to reason interpretively about how to balance the need to support students’ affective commitment to writing with their desire to teach academic concepts about writing. Conclusions/Recommendations This analysis highlights an important heuristic for the design of pedagogies in teacher education: Teacher educators need to attend to preservice teachers’ opportunities for both interpretive and prescriptive reasoning. Both are essential for teachers, but only interpretive reasoning will support teachers to teach in ways that are both intellectually rigorous and equitable. The article further describes how and why a tempting assumption—that opportunities to role-play student-teacher interactions will support preservice teachers to reason interpretively, while non-interactive work will not—is incomplete and avoidable.

Comparing whole-class discussion and task-based activity

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Thoraya Farzaneh ◽  
Alessandro Benati
Keyword(s):  
Class Discussion ◽  
Pedagogical Approach ◽  
Instructional Treatment ◽  
L2 Learners ◽  
Whole Class Discussion ◽  
Instructional Treatments ◽  
Whole Class ◽  
Positive Results ◽  
And Task

This study examined the participation patterns and effectiveness of two different instructional treatments: Treatment One consisted of a task-based activity; Treatment Two used a whole-class discussion approach (Q/A paradigm). The research investigated which instructional treatment was more relevant and effective. The quantity of information learners could remember immediately after instruction, one week later, and the information that emerged through the interactional formats were measured. Each treatment was carried out for approximately one hour and then participants were asked to write a summary. After a week, students were given a piece of paper to summarise what was carried out the week before to see how much information they could remember. All the interactions were transcribed. L2 learners’ response towards the task based activity showed positive results and the task-based activity treatment was considered a better pedagogical approach.

Critical Thinking, Critical Doing

2021 ◽  
pp. 1136-1156
Author(s):  
Nicholas E. Husbye ◽  
Julie Rust ◽  
Beth A. Buchholz ◽  
Christy Wessel Powell ◽  
Sarah Vander Zanden
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Core Competency ◽  
Teaching Process ◽  
Peer Reviews ◽  
Worked Example ◽  
Using Data ◽  
Instructional Routines

This chapter outlines five instructional routines utilized by teacher educators to support the development of not only critical thinking but critical doing for future educators. The five routines—collaborative facilitation, behind-the-glass peer reviews, lesson play, virtual peer coaching, and rehearsals—are both described and expanded in a worked example using data from undergraduate coursework for pre-service teachers in literacy education. Individual routines foreground and background particular elements of the teaching process; however, all maintain an emphasis on critical thinking and doing as a core competency. Importantly, these instructional routines were found to be most effective when (1) preservice teachers are given opportunities to engage in multiple iterations of each routine and (2) preservice teacher doing is surrounded by substantial amounts of teacher educator feedback.

Reimagining the Contextualization of a Rural Teacher Educator Preparation Program During COVID

2022 ◽  
pp. 175-194
Author(s):  
Chris Godwin ◽  
Courtney Glavich Mayakis ◽  
Terrie Hampton-Jones
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Urban Areas ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Effective Learning ◽  
Rural Settings ◽  
Training Quality ◽  
Educator Preparation Program ◽  
Problem Solve

Within the rural context of our nation, education has largely been overlooked or ignored within the research. The predominant educational research focuses more upon larger urban areas with a distinct context. Training quality teacher educators within the context of a worldwide pandemic dismisses many established and traditional methods. In order to prepare our teacher candidates within this new context, our EPP revaluated its current practices. Innovation in teacher preparation is clearly at hand and is well within our reach if we use the pandemic as a springboard to reimagine a teaching force equipped to face any challenge and problem-solve to create the most effective learning environment for the students they teach. It is possible and doable and can sustain our public education system in ways that we thought impossible prior to the pandemic. It pushes us out of the rut we find ourselves within. The chapter address strategies to support preservice teachers in rural settings.

The silent and the vocal: Participation and learning in whole-class discussion

2017 ◽  
Vol 48 ◽  
pp. 5-13 ◽  
Author(s):  
Catherine O'Connor ◽  
Sarah Michaels ◽  
Suzanne Chapin ◽  
Allen G. Harbaugh
Keyword(s):  
Class Discussion ◽  
Whole Class Discussion ◽  
Whole Class
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