Section archive - Theories & Approaches
Page 8/52 519 items
The purpose of this article is to look for clarity about what reflection is, what it is not, and how it works, by closely revisiting the seminal works of Dewey, Schön, and Wertheimer. It is argued that reflection is a descriptive notion—not a prescriptive one—and that it refers to the thinking process engaged in giving coherence to an initially unclear situation.
Updated: Oct. 05, 2016
Seven Legitimate Apprehensions about Evaluating Teacher Education Programs and Seven “Beyond Excuses” Imperatives
The purpose of this project is to describe how one of the largest teacher education programs in the nation has taken a lead position toward evaluating itself, and has begun to take responsibility for its impact on the public school system. This research also presents the process of establishing a self-evaluation initiative across the state of Arizona and provides a roadmap for how other colleges and universities might begin a similar process. This work resulted in a set of seven “beyond excuses” imperatives that participants involved in the T-PREP consortium developed and participants at the local level carried forward. The seven key imperatives are important for other colleges of education to consider as they too embark on pathways toward examining their teacher education programs and using evaluation results in both formative and summative ways.
Updated: Oct. 05, 2016
Enhancing Feedback in Student-Teacher Field Experience in Scotland: The Role of School–University Partnership
This paper examines school–university partnership and formative feedback within student-teacher field experience. The authors examine the qualities of a three-way dialogue about student-teacher progress, and the issues that militate against feedback being used to maximise professional development. This small study of additional support for students on field experience indicated that there were positive outcomes regarding the three-way dialogue about student-teacher progress. This dialogue gave a greater focus to the whole feedback process, encouraging the student to consider the learning goals of placement more clearly. And, particularly from the tutor point of view, this more intensive contact with the partner schools helped by giving an even greater incentive to the tutors to have a secure professional relationship with each other and thus with the schools.
Updated: Sep. 20, 2016
In this study, the authors investigate how field-based teacher preparation supports candidates’ evolving understanding and learning about the nature of educational policy in practice. The findings indicate that candidates developed enduring understandings regarding the relationship between educational policy and classroom practice through the field-based module. In addition, candidates understand the multiple layers and actors in educational policy, including the central role of teachers in implementing policy in practice to meet the needs of diverse students. The authors emphasize the importance of field-based teacher education.
Updated: Sep. 11, 2016
This paper provides the details of the systemic change occurring over a five-year period through a comprehensive evaluation model. The results of the comprehensive evaluation plan indicate, over time, increases in the implementation of building-level supports, rated performance of co-teaching partnerships and grades for students with disabilities in co-taught classrooms. The evolution of the model extended to include web resources, interactive webinars, onsite coaching and specific evaluation feedback and recommendations to individual schools and teachers.
Updated: Sep. 04, 2016
The present study reports on how student teachers’ workplace experiences were transformed into learning experiences. In total, 26 stories from 10 student teachers were collected by means of digital logs and in-depth interviews and unraveled using a new technique of reconstructing stories into webs. The results show that student teachers’ learning from experiences is a process involving many interrelated personal and social aspects, including past and present experiences gained in multiple situations and contexts over time. The findings indicate that reconstructing stories into webs is a promising technique for unraveling the complexity of learning from workplace experiences.
Updated: Aug. 31, 2016
Drawing on extensive survey and administrative data on all teachers, students, and schools in a large, urban district, this study investigates whether certain kinds of field placement schools predict later teacher performance. It finds that teachers who learned to teach in field placements with stronger teacher collaboration, achievement gains, and, to a lesser degree, teacher retention were subsequently more effective at raising student achievement. However, these kinds of schools were less likely to be used as field placements.
Updated: Aug. 31, 2016
“Slaying Ghosts in the Room:” Identity Contingencies, Teacher Licensure Testing Events, and African American Preservice Teachers
This study examined the subjective and social psychological ways African American test takers experience teacher licensure testing events. Findings illustrate how the licensure testing event can become a racialized experience for some participants through (a) interactions with test proctors and site administrators before and during examinations and (b) actions of other test takers that inadvertently signaled racial stereotypes about test preparation, intelligence, and character. Racialized experiences for participants were not based upon any specific test questions or content.
Updated: Aug. 31, 2016
Generating a Networked Improvement Community to Improve Secondary Mathematics Teacher Preparation: Network Leadership, Organization, and Operation
The purpose of this article is to describe an important aspect of organizing a Networked Improvement Community (NIC) by a large national effort, namely, the role of leadership structures. The article analyses a case study of the formation of a particular NIC, the Mathematics Teacher Education Partnership (MTE-Partnership). Six factors were identified as particularly important: convening the network, development of a membership framework, development of participation structures, building the leadership and hub functions of the partnership, development of an effective infrastructure for communications and developing human and material resources needed for the partnership to function effectively.
Updated: Aug. 10, 2016
This article draws on a broader qualitative study of professional learning in schools of the Peoples of the Book (Christians, Jews and Muslims) in post-colonial Australia, addressing the role that the growing number of Australian faith-based schools play in shaping a just and inclusive Australian society. By reviewing material in the public domain, the authors consider in their projection to the public the stated and implied commitment of six Australian faith-based schools of the Peoples of the Book to a transformative, liberatory education. They argue that faith-based schools should articulate their purpose and values to the wider secular society, recognizing that this task also calls upon the secular society to engage with the faith traditions, to strengthen mutual respect and tolerance.
Updated: Aug. 01, 2016