Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning

2022 ◽  
pp. 46-78
Author(s):  
Jamie N. Mikeska ◽  
Jared Webb ◽  
Liza Bondurant ◽  
Minsung Kwon ◽  
Lori Imasiku ◽  
...  
Keyword(s):  
Preservice Teacher ◽  
Teacher Learning ◽  
Teacher Educators ◽  
Elementary Mathematics ◽  
Teaching Experience ◽  
Lessons Learned ◽  
Methods Course ◽  
Preparation Programs ◽  
Teaching Experiences ◽  
Preservice Teacher Learning

This chapter provides a set of recommendations for teacher educators interested in using simulated teaching experiences to support teacher learning of pedagogical practice in the post-COVID era. Built from existing research, the recommendations from the study come from lessons learned as five elementary mathematics and science teacher educators used a simulated teaching experience to support preservice teacher learning during the COVID-19 pandemic. The authors begin by situating this work in the larger context of practice-based teacher education and then provide an in-depth description of how five teacher educators at different universities integrated a simulated teaching experience into their elementary mathematics or science methods course. The chapter ends with a discussion of lessons learned and how educator preparation programs and teacher educators can leverage the opportunities created by using simulated teaching experiences in the post-COVID era.

Supporting Teacher Learning: Focusing Conversations to Promote Teacher Thinking

2004 ◽  
Vol 10 (7) ◽  
pp. 352-357
Author(s):  
DeAnn Huinker ◽  
Janis L. Freckmann
Keyword(s):  
Preservice Teacher ◽  
Teacher Learning ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Teacher Thinking ◽  
Methods Course ◽  
Mathematics Methods ◽  
Fourth Grade Students ◽  
Subsequent Discussion ◽  
Mathematics Methods Course

Tamara, a preservice teacher, taught a lesson on fractions to a class of fourth-grade students in her field-experience practicum. The instructor of her mathematics methods course observed the lesson. As they met in the hallway to debrief the teaching experience, the instructor began by asking, “How do you think your lesson went?” Tamara replied, “Great. I got through my entire lesson plan.” Tamara's comment and the subsequent discussion revealed that she was focused on her actions as the teacher but not on the dynamics of instruction (Cohen and Ball 2001).

A Research Review of Literacy Tutoring and Mentoring in Initial Teacher Preparation: Toward Practices That Can Transform Teaching

2019 ◽  
Vol 51 (2) ◽  
pp. 233-251 ◽  
Author(s):  
James V. Hoffman ◽  
Natalie Svrcek ◽  
Catherine Lammert ◽  
Annie Daly-Lesch ◽  
Erica Steinitz ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teacher Learning ◽  
Selection Criteria ◽  
Research Review ◽  
Literacy Tutoring ◽  
Group Experiences ◽  
Hybrid Spaces ◽  
The One ◽  
Preservice Teacher Learning

Our goal through this literature review is to report and synthesize the findings from research into literacy tutoring and literacy mentoring in initial teacher preparation. We identified a total of 62 published articles that met our selection criteria. We identified four conceptual areas of focus to organize and represent our findings: (a) the structural and design features of the one-to-one or small-group experiences, (b) preservice teacher learning and growth within the tutorial/mentoring experience, (c) preservice teacher learning and growth beyond the tutorial/mentoring experience, and (d) mediating factors associated with preservice teacher growth. We discuss the challenges and promises for this line of research for transforming teacher preparation through the attention to third and hybrid spaces for mentoring experiences.

Preservice teacher learning about parent involvement at four universities

2020 ◽  
pp. 1-20
Author(s):  
Laura Nathans ◽  
Amber Brown ◽  
Mary Harris ◽  
Arminta Jacobson
Keyword(s):  
Parent Involvement ◽  
Preservice Teacher ◽  
Teacher Learning ◽  
Preservice Teacher Learning

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”

Supporting Teacher Learning: Teachers Learning about Data Display: Connecting Mathematics and Science Inquiry

2008 ◽  
Vol 14 (6) ◽  
pp. 375-382
Author(s):  
Amy Roth McDuffie ◽  
Judith A. Morrison
Keyword(s):  
Science Teacher ◽  
Teacher Learning ◽  
Learning Outcomes ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Science Inquiry ◽  
Mathematics Teacher Educator ◽  
Science Teacher Educators ◽  
Preservice Teacher Learning ◽  
Mathematics And Science

Collecting, analyzing, and displaying data provide rich opportunities to connect mathematics and science concepts. However, mathematics and science teacher educators rarely work together to design tasks that connect mathematics and science. In this article, we describe collaboration between a mathematics teacher educator and a science teacher educator that included the design of an inquiry-based project for preservice elementary teachers to draw on the natural connections of these disciplines. We also discuss preservice teacher learning outcomes from the project and present recommendations for teacher educators.

scholarly journals Voices from the Field

2012 ◽  
Vol 1 (1) ◽  
pp. 49-61 ◽  
Author(s):  
Nancy Bacharach ◽  
Teresa Washut Heck
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Teacher Preparation Programs ◽  
Teaching Model ◽  
Preparation Programs ◽  
School Partnerships ◽  
Traditional Student ◽  
University School Partnerships

Teacher preparation programs face continued scrutiny and to address these concerns it is imperative that teacher educators examine all aspects of their current preparation programs. The student teaching experience is a critical component in teacher preparation, and must undergo careful review. The SCSU co-teaching model provides a proven alternative to the traditional student teaching experience. This model not only strengthens university/school partnerships, but also has the ability to provide benefits for all stakeholders.

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