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Multiple Measures of Student Learning: A Case Study Examination of Completer Impact
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Anderson, Sarah K.; Hagen, Brittany D.; Smith, Kayla D.; Whitsel, Christopher; Duffield, Stacy – Action in Teacher Education, 2021
Evaluating the impact of new teachers on student learning is a requirement for accredited teacher preparation programs. This article shares findings from a mixed methods, multiple case study investigating P-12 student learning in the classrooms of six graduates two-three years after completing a teacher preparation program. Data collection…
Descriptors: Beginning Teachers, Teacher Influence, Learner Engagement, Academic Achievement
Picturing Borders, Boundaries, Barriers, and Bridges and Sowing Seeds of Sociopolitical Consciousness through Alliteration and Analogy
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Stenhouse, Vera L.; Bentley, Courtney C. – Action in Teacher Education, 2018
Developing preservice and inservice teachers' sociopolitical consciousness remains an important part of supporting the success of P-12 student experiences. The authors recognize that one way to enhance the sociopolitical consciousness aspect of culturally responsive pedagogy/teaching is through experiential opportunities that support teacher…
Descriptors: Consciousness Raising, Elementary Secondary Education, Preschool Education, Faculty Development
Reflective Practice Interventions: Raising Levels of Reflective Judgment
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Friedman, Audrey; Schoen, Lea – Action in Teacher Education, 2009
Reflective practice is a major focus of teacher preparation programs (Cochran-Smith & Lytle, 1992; Putnam & Borko, 2000; Zeichner, 1986; Zeichner & Liston, 1987), yet Zeichner (1986) asserts that developing reflective practice in preservice teachers has focused primarily on short-term, less systematic interventions and that interventions must be…
Descriptors: Preservice Teachers, Field Experience Programs, Reflective Teaching, Intervention
Detailing Reflection Instruction: The Efficacy of a Guided Instructional Procedure on Prospective Teachers' Pedagogical Reasoning
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Risko, Victoria J.; Vukelich, Carol; Roskos, Kathleen – Action in Teacher Education, 2009
The purpose of this research was to investigate instructional conditions aimed at improving future teachers' reflective thinking, to systematically trace how features of a guided instructional procedure influenced these teachers' pedagogical reasoning. The reflective thinking protocol that formed the basis of the instructional approach was built…
Descriptors: Teaching Experience, Reflective Teaching, Teaching Methods, Teacher Education Programs
Using a Metacognitive Approach with Case-Based Instruction to Enhance Teacher Reflection and Promote Effective Educational Practices for Diverse Learners
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Whittaker, Catharine; van Garderen, Delinda – Action in Teacher Education, 2009
Many teacher educators have enthusiastically embraced case-based instruction in teacher education programs. However, the research base is equivocal on whether preservice and in-service teacher educators' case-based reflections on educational issues are comprehensive and critical. This study explores the use of a metacognitive strategy--the case…
Descriptors: Graduate Students, Teacher Education Programs, Educational Practices, Reflective Teaching
Practicing What We Preach: Constructivism in a Teacher Education Program.
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Kroll, Linda Ruth; LaBoskey, Vicki Kubler – Action in Teacher Education, 1996
Describes a teacher education program that provides multiple opportunities for preservice teachers to construct and reflect on learning to teach. The program emphasizes helping teachers to see themselves as learners, as teachers of content, and as researchers. Examples of course work and assignments that reflect a constructivist perspective are…
Descriptors: College Students, Constructivism (Learning), Educational Change, Elementary Secondary Education