Preparing Teacher Candidates to Teach in Secondary Schools Through Socratic Case-Based Approaches

2022 ◽  
pp. 74-104
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Qualitative Evaluation ◽  
Case Analysis ◽  
Future Research ◽  
Instructional Approaches ◽  
Theoretical Frameworks ◽  
Case Based Learning ◽  
Psychology Course ◽  
Case Based

Socratic instructional approaches for teacher preparation have been endorsed by teacher education programs across the globe for several decades. This chapter describes Socratic case-based teacher preparation in an undergraduate educational psychology course in the United States. Collaborative dialogues, inductive questions, and reasoning are key Socratic strategies used as instructional approaches for promoting teacher candidates' critical thinking and reflective teaching through case-based analysis. Two forms of case-based learning, face-to-face (synchronous) textual case analysis, and computer-mediated (asynchronous) video cases analysis is illustrated and supported with evidence-based theoretical frameworks and research findings. Effectiveness of Socratic case-based teacher preparation is determined via quantitative and qualitative evaluation of teacher candidates' collaborative oral case analysis reports and individual written case analysis reports. Recommendations for strengthening Socratic case-based teacher preparation and future research initiatives are discussed.

Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students

2021 ◽  
pp. 127-158
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
The United States ◽  
Project Based Learning ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
School Students ◽  
Preparation Programs ◽  
Fieldwork Experience ◽  
Psychology Course

Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.

Advancing Teacher Candidates' Capabilities for Differentiated Instruction

2021 ◽  
pp. 77-99
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Teacher Preparation ◽  
General Education ◽  
Preservice Teacher ◽  
Differentiated Instruction ◽  
Inclusive Education ◽  
Teacher Candidates ◽  
Pedagogical Practices ◽  
Future Research ◽  
Future Research Directions ◽  
Psychology Course

This chapter illustrates pedagogical practices from an undergraduate educational psychology course focused on preparing preservice teacher candidates for inclusive education in grades 7-12 general classes. First, literature related to teacher preparation for multi-tiered inclusive education is reviewed. Next, an inclusive instructional project is showcased to pinpoint pedagogical approaches used for promoting preservice teacher candidates' capabilities for differentiated instruction and technology-enhanced instruction in general education. Finally, implications of pedagogical practices for promoting preservice teacher candidates' aptitude for teaching diverse students via differentiated instruction are discussed, and future research directions for examining effectiveness of teacher preparation in general education for inclusive education are suggested.

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 Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Adrie A Koehler ◽  
Zui Cheng ◽  
Holly Fiock ◽  
Shamila Janakiraman ◽  
Huanhuan Wang
Keyword(s):  
Problem Solving ◽  
Online Discussions ◽  
Future Research ◽  
Case Based Learning ◽  
Multiple Case ◽  
Asynchronous Online Discussions ◽  
Expected Benefits ◽  
Problem Solving Process ◽  
Case Based

Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students’ sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students receive the expected benefits is unclear, and little research has considered how students intentionally participate in discussions to support their learning during case-based learning. At the same time, students’ participation in asynchronous online discussions represents a complex endeavor. That is, students must make several decisions regarding how to effectively participate, while simultaneously experiencing several challenges. The purpose of this exploratory multiple-case study was to consider the experiences of six graduate students participating in asynchronous online discussions as a part of a case-based course. By analyzing these experiences, we were able to conceptualize students’ navigation of an asynchronous online discussion as a problem-solving process and consider individual problem-solving approaches. Results indicate that students relied primarily on instructors to determine the purpose of their discussion participation, expressed differing levels of value for participating in discussions, adopted a variety of strategies to meet discussion participation goals, and assessed their participation efforts mainly based on guidelines set by the instructor. We offer suggestions for effectively designing and facilitating asynchronous online discussions and discuss areas needing future research.

Forward!

2013 ◽  
pp. 163-178
Keyword(s):  
Competitive Advantage ◽  
Editorial Note ◽  
Future Research ◽  
New Knowledge ◽  
Case Based Learning ◽  
Case Based

This chapter includes guidance for learning from Sections 1 and 2 of the book, for applying such learning to the emerging knowledge phenomena discussed in Section 3, and for continuing to develop new knowledge about how the power of dynamic knowledge principles can be harnessed for competitive advantage in the technology-driven world. The authors summarize the principles developed in Section 1 of the book. As noted above, this supports principles-based learning, reasoning, and application. They next summarize the leadership mandates induced in Section 2 of the book. As noted above, this supports case-based learning, reasoning, and application. As an editorial note, this tenth chapter could be placed quite logically at the very end of the book (e.g., Chapter 15) instead of placing it here to close Section 2. However, the authors prefer this placement closer to the principles and mandates articulated in Sections 1 and 2. Nonetheless, the authors close Section 3, at the end of Chapter 15, with an agenda for future research.

Preparing Teacher Candidates for Trauma-Informed Practices

2020 ◽  
pp. 004208592097408
Author(s):  
Emily C. Brown ◽  
Agata Freedle ◽  
Nicole L. Hurless ◽  
Rebecca D. Miller ◽  
Claire Martin ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Educational Outcomes ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Knowledge And Skills ◽  
Urban Teacher Preparation ◽  
Trauma Informed ◽  
Urban Teacher

Children who experience trauma may experience negative health and educational outcomes. Teachers are critical stakeholders in trauma-informed schools and are tasked with recognizing and responding to the needs of students who experience trauma. However, teachers face barriers to implementing trauma-informed practices, including high levels of stress and lack of preparation. This article describes training embedded in an urban teacher preparation program aimed at increasing the trauma knowledge and skills confidence of teacher candidates. Findings suggest the training helped teacher candidates increase knowledge and skills and met stated needs. Recommendations for future research and implications for teachers and teacher educators are discussed.

Career and Technical Education’s Role in Alternative Teacher Licensure

2010 ◽  
pp. 84-102
Author(s):  
Edward C. Fletcher ◽  
Chris Zirkle
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Technical Education ◽  
Teacher Licensure ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Future Trends ◽  
Historical Overview ◽  
Preparation Programs ◽  
Career And Technical

The preparation of teacher candidates is highly differentiated among teacher preparation programs across the country. With the increasing development of alternative teacher licensure (ATL) programs, these practices have been the source of considerable debate and contention. The purpose of this chapter is to: (a) provide a historical overview of teacher licensure; (b) review the literature regarding alternative teacher licensure and the needed knowledge base for teachers; and (c) discuss the role Career and Technical Education (CTE) plays in regards to ATL, as well as point out a misconception regarding the original inception of ATL. Further, future trends and implications for future research regarding ATL and the preparation of teachers are outlined.

Fostering Professional Dispositions of Preservice Teachers in an Educational Psychology Course

2021 ◽  
pp. 22-41
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Educational Psychology ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Preparation Programs ◽  
Professional Dispositions ◽  
Course Experience ◽  
Psychology Course ◽  
Pedagogical Approaches

This chapter describes pedagogical approaches for fostering preservice teachers' professional dispositions in an undergraduate educational psychology course. First, scholarly literature related to advancement of preservice teachers' professional dispositions is reviewed. Select conceptual frameworks are reviewed and aligned with teacher preparation approaches used in the target course for advancing preservice teachers' professional dispositions. Next, analyses of preservice teachers' course experience and field experience in the target course are showcased as pedagogical approaches used for promoting preservice teachers' professional dispositions. Thereafter, additional pedagogical approaches are suggested for promoting preservice teachers' professional dispositions for teaching diverse students in secondary schools. Finally, options for examining development of preservice teachers' professional dispositions within teacher preparation programs are discussed as a future research direction.

Changing Culture through Active Learning

2017 ◽  
pp. 96-115
Author(s):  
Julie M. Estis
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Theoretical Frameworks ◽  
Content Areas ◽  
Distinctive Features ◽  
Team Based Learning ◽  
Case Based Learning ◽  
Active Learning Strategies ◽  
Best Fit ◽  
Case Based

The purpose of this chapter is to explore the need for change from passive instructional approaches to active learning strategies and to provide theoretical frameworks, information, and tools to guide a next-generation leader in the process of changing the organizational culture through active learning. An overview of active learning, cooperative learning, and collaborative learning will be presented. Several specific forms of active learning will be explored in detail: Case-Based Learning (CBL), Problem-Based Learning (PBL), and Team-Based Learning (TBL). The overlapping characteristics among the approaches will be presented, along with the distinctive features of each approach. Assets and limitations will be discussed, along with specific examples and techniques. Outcomes from research on active learning strategies will be summarized. Considerations for determining active learning strategies that are the best fit for particular learners, instructors, and content areas will be examined.

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