This study describes and analyzes a field experience that has provided advanced literacy specialist candidates the context for advancing their understanding of professional leadership through the lens of a literacy coach. The field experience described was born out of the ongoing work of teacher educators at a small, independent, liberal arts…

The purpose of this action research study was to explore the use of problem-based learning (PBL) in a secondary instrument methods course. Six students enrolled in a woodwind methods course and participated in PBL activities--including video assessment, written scenarios, emergent performance scenarios in the classroom, group activities, and…

Scientific studies never replace or supplant subjective theories, but in the best case, enter a productive symbiosis; they can contribute to reflecting on and understanding one's own assumptions and thereby make them available to change. It is pedagogically sensible to address this tension between scientific and subjective theory, and thereby make…

This case study of an English methods course examines how preservice teachers demonstrate knowledge, skills, and dispositions for social justice teaching. Qualitative analyses of participants' performances on two signature course assessments, micro-teaching and unit planning, show how opportunities to demonstrate socially just teaching practices…

Research has shown that progressive methods taught in teacher education programs have little impact on traditional approaches teacher candidates encounter during their internship semester. To understand how to better address this disconnect with regard to preparing teacher candidates, the study reported here used instrumental case studies to…

Meaningfully engaging students in the NGSS scientific practices requires that student ideas become the driving force of classroom activity. However, in order for student ideas to take on this new role, teachers must engage in responsive teaching in which they elicit, notice, and respond to the substance of student thinking. In this work, we…

The present study aims to determine the self-efficacy levels of university students who receive pedagogical formation training towards the Teaching Principles and Methods Course. Accordingly, a scale consisting of 34 items and 5 factors was used. The study group of the research consists of 221 university students who receive pedagogical formation…

The purpose of this study was to examine American preservice classroom teachers' self-reported learning outcomes after partaking in a weekly Korean percussion ensemble in an elementary music-methods course. The preservice classroom teachers rehearsed a Korean percussion ensemble piece ("Samulnori") as their course routine for half of the…

This study examined the impact of microteaching experiences of preservice elementary teachers enrolled in a science teaching methods course. The microteaching lessons targeted the physical science concepts represented in the Texas Educational Agency's exam for early childhood through sixth grade teacher certification. The results of this study…

In this article, we share design guidelines for the development and use of online, video-based "teaching playgrounds," which provide opportunities for prospective teachers to engage in professional noticing of teaching practices. Through teaching playgrounds, we provide an instantiation of the Presence+Experience framework, which…

This research reports on findings from a qualitative study investigating the goals and challenges of doctoral student instructors of elementary social studies methods courses. We find that goals and challenges are widely shared, and many of the challenges stem from the instructors' ambitious personal goals, particularly the objective of creating a…

Purpose: The purpose of this study is to understand how preservice teachers (PTs) learn about disciplinary literacy in English language arts (ELA). In mathematics and writing, research has found that teachers' participation in disciplinary work can support their understanding of domain-specific inquiry, problem-solving and argumentation.…

Flipped learning is a pedagogical approach, which suggests the allocation of class time for knowledge application activities and the learning of basic knowledge via lecture videos or assigned readings outside of class. Based on these premises, it may emerge as a strategic fit for practice-based courses in initial teacher education programmes. With…

This manuscript discusses a teacher education experience utilized within an early childhood literacy methods course named, book-tasting presentation. Existing literature suggests that book-tastings, in a variety of forms, are evident at the PK-12 level, yet not prevalent in higher education and specifically, teacher education. The aim of the…

This study examined the implementation and effectiveness of a comprehensive school physical activity program (CSPAP)- informed, 15-week physical education secondary methods course, adapted from its previous in-person format to be completely online for fall 2020 during the COVID-19 pandemic. The participants were 15 preservice physical education…