Search results for: Rosaen Cheryl L.
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In this article, the authors explore the following question: To what extent and in what ways does constructing a video case of their own discussion-based teaching help interns reflect on their teaching? The authors report three main findings: the interns’ frame of mind toward using video as a tool for reflection changed from closed to more open; observations became more specific, complex and more focused on instruction and student interaction; and the audience for the case influenced what interns paid attention to.
Updated: Feb. 16, 2012
Constructing Videocases to Help Novices Learn to Facilitate Discussions in Science and English: How Does Subject Matter Matter?
In this study, the authors explored preservice teacher’s beliefs about conducting discussions and the potential of videocase construction for supporting teacher learning by investigating the following question: ‘To what extent and how does making a videocase help preservice teachers investigate their facilitation of a subject‐specific discussion?’ This study revealed that all five interns gained insights about how they lead discussions by constructing and discussing their videocase. The study also suggests several areas that require further attention in preparing preservice teachers to lead discussions in subject matter contexts.
Updated: Aug. 23, 2011
This yearlong self-study investigated how five interns in a suburban school understood diversity, how their conceptions influenced their relationships with students and their curricular and instructional choices, as well as the strategies a field instructor used to support interns’ learning to respond to student diversity. Influences such as the field instructor’s supervisory practices, the school context, and collaborating teachers are discussed. Suggestions are offered for reframing how supervisory work is approached and areas for future research.
Updated: Jun. 20, 2010
Seeing through a Different Lens: What Do Interns Learn When They Make Video Cases of their Own Teaching?
This study focused on four preservice teacher candidates who were completing a yearlong internship at a Midwestern university in the United States. In their courses, the interns were learning to facilitate interactive discussions in English language arts. The authors explored how the interns' perceptions of their self-selected audience influenced what they noticed, talked about, and learned as they constructed a video case about their teaching. All interns gained insights about their teaching as they constructed their case. Implications for teacher education and future research directions are discussed.
Updated: Feb. 21, 2010
This article discusses research on a Partner Classroom pilot program that was implemented to provide high quality, targeted field experiences in a senior-level elementary literacy methods course. The authors documented Partner Classroom experiences for two sections of a literacy methods course across two different semesters. The authors investigated the following research question: What did teacher candidates notice and value, and how did they make sense of one Partner Classroom visit each semester? Findings indicate candidates valued seeing a “real” teacher in action to help course concepts and theories come alive.
Updated: Jan. 31, 2010