Search results for: Miller Matthew James
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Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science
This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. Five classroom teachers who were new to mentor training participated in the study to document the impacts of the PD sequence. The PD combined an in-person immersion into the components of effective science instruction with online modules centered on learner-supportive mentoring practices. Findings indicated that mentors who engaged in the hybrid face-to-face and online PD more effectively coached their mentees and displayed specific shifts in their approach to mentor conversations. Participants showed statistically significant increases in their ability to use coaching as a default mentoring stance, to focus on evidence of students’ science learning, and to draw on a consistent framework for effective science instruction for their conversations.
Updated: Dec. 01, 2019
Lost in Translation: Using Video Annotation Software to Examine How A Clinical Supervisor Interprets and Applies A State-Mandated Teacher Assessment Instrument
This case study examines the reasoning of a clinical supervisor as she assesses preservice teacher candidates with a state-mandated performance assessment instrument. The supervisor’s evaluations were recorded using video annotation software . The clinical supervisor was asked to annotate the teaching videotapes of three preservice teachers. Findings indicate that the clinical supervisor found it difficult to interpret rubric criteria, often made tenuous claims about candidates’ performance, and tended to require students to design lessons that were artificial demonstrations of mandated competencies.
Updated: Oct. 21, 2009
Talking About Our Troubles: Using Video-Based Dialogue To Build Preservice Teachers' Professional Knowledge
This study explores the preservice teacher learning in the context of conversations about their field-based challenges. First, a review of the literature investigates studies that highlight the role of evidence-based conversation as a mechanism to approach the inevitable problems faced by teachers in the classroom. The subsequent case study provides an analysis of how a group of preservice teachers approached a colleague's challenge through a structured conversation and used digital videotapes and artifacts to add specificity to their analysis.
Updated: Jul. 21, 2009