Search results for: Lohwasser Karin
Page 1/1 2 items
Learning to Plan During the Clinical Experience: How Visions of Teaching Influence Novices’ Opportunities to Practice
In this study, the authors document pre-service teachers’ (PSTs) opportunities to learn about planning for equitable and ambitious instruction during clinical placements. They also test whether these opportunities vary by the level of participants’ perceived congruence between the vision of science teaching supported in their university coursework and the instructional practices and learning culture of their host classrooms. They analyzed interview and survey responses of 65 science PSTs from three preparation programs which required their novices to learn about planning and teaching that was consistent with research-based reforms. In placements where novices could participate in planning practices that were perceived as congruent with these reform-based visions, they were more likely than peers in low-congruence classrooms to engage in educative co-planning with a mentor, to take up responsibilities for planning lessons earlier in the school year and for longer periods of time, and to receive useful feedback from mentors.
Updated: Dec. 16, 2021
In this study, the authors investigated co-learning between cooperating teachers (CTs) and their preservice teachers (PSTs). Using frame analysis, the authors contrast three problems-of-practice addressed by 23 dyads: problems of developing novice teachers, problems of improving teaching, and problems of improving student learning. The authors describe ways in which knowledge became shared, actors assumed new roles, and new types of tools, activities, and forms of discourse emerged for contextualizing collective work. Based on this study, the authors propose three process measures: the quality of student discourse CTs and PSTs support, the quality of discussion among dyads about students’ ideas, as well as the quality of newly created or evolving social routines and tools.
Updated: Feb. 14, 2016