Search results for: Soslau Elizabeth
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Within a sociocultural framework, we use situated learning theory to explore the use of a coteaching approach during student teaching. Coteaching is a model for learning to teach where clinical educators and teacher candidates teach alongside one another and share responsibility for pupil learning. Teacher education programs have adopted this model for student teaching because there is evidence that coteaching supports pupil learning and coteacher learning. This study of coteaching in three teacher education programs, within the same university, examined opportunities afforded for teacher candidates’ development of growth competence, adaptive teaching expertise, and collaborative expertise. Data analysis from the nested, cross-case qualitative study enabled us to examine opportunities for candidate learning afforded by coteaching during student teaching, posit recommendations on using coteaching, explain the necessary conditions, and discuss the model’s current limitations.
Updated: Feb. 13, 2020
Leveraging Data Sampling and Practical Knowledge: Field Instructors’ Perceptions About Inter-Rater Reliability Data
This study examined the attitudes of field instructors regarding inter-rater reliability analyses. The authors analyzed the discussions of the university-based field instructors about what accounted for varying correlations. Qualitative data analysis found that 7 field instructors assumed divergent scores indicate weakness in evaluation processes and posited conflicting root causes.
Updated: Dec. 23, 2014
The purpose of this study was to identify the supervision styles and types of discourse used when addressing or failing to address the three specific problems. The findings suggest that student teachers and supervisors do not use critical discourse to capitalize on opportunities to develop adaptive teaching expertise. The author used three problems - (1) unquestioned familiarity, (2) dual purposes, and (3) context- as a framework to learn how university-based supervisors helped student teachers engage in conversations around these common experience-based problems.
Updated: Dec. 07, 2014