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ERIC Number: EJ1459721
Record Type: Journal
Publication Date: 2024-Aug
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1944-0413
EISSN: EISSN-None
Available Date: N/A
Invent a Kid Project: Fostering Creative Reflective Practice in Teacher Candidates
Karen Poland; Mary Ellen Bardsley; Paul Vermette
Excelsior: Leadership in Teaching and Learning, v17 n1 p43-66 2024
A primary goal of teacher education programs is to equip teacher candidates with the necessary skills to navigate the social and cultural realities and complexities of the classroom while seamlessly integrating theory and practice. As our classrooms become more socially, economically, and culturally diverse it is important for teachers to evolve into developmentally and culturally responsive individuals who can incorporate a variety of teaching strategies to meet the unique needs of each student. However, novice teachers often face challenges in meeting the individual needs of students due to their lack of experience, classroom management challenges, time constraints, the complexity of curriculum planning, and a novice understanding of the impact student differences can have upon learning. In response to this challenge, we have developed a project known as "Invent-a Kid". This project, grounded in research that promotes constructivist learning principles, reflective practice, and the use of case studies, aims to guide teacher candidates in the practical application of theory and content while fostering appropriately responsive teaching. This paper will summarize the origins and theoretical foundation of the project, offer models of implementation, and provide several suggestions for teacher educators to consider when implementing the Invent-a-Kid project in their course.
New York Association of Colleges for Teacher Education. SUNY Cortland, Cornish Hall Room 1239, Cortland, NY 13045. Web site: https://surface.syr.edu/excelsior/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A