Alternatives to field-based experiences: The comparative effects of on-campus laboratories

Metcalf, Kim K.; Hammer, Margaret; Kahlich, Pamela A.

doi:10.1016/0742-051x(95)00037-k

Cited by 36 publications

(21 citation statements)

References 20 publications

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“…Though teacher education programs typically offer opportunities for candidates to present brief lessons prior to student teaching (e.g. microteaching; Metcalf, Ronen, Hammer, & Kahlich, 1996), these experiences may not allow pre-service teachers to engage in substantial repetitions of skills on a regularized schedule. Feldon (2007) argues that certain skills should be the focus of repetition in these experiences because they translate across teaching situations, and thus can efficiently automate.…”

Section: Future Directionsmentioning

confidence: 99%

Student teacher challenges: using the cognitive load theory as an explanatory lens

Moos

Pitton

2013

Teaching Education

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Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related to monitoring their students' level of attention, meeting needs of diverse learners, and managing internal and external distractions. Qualitative analysis revealed: (1) student teachers became aware of limited cognitive resources; (2) lesson planning imposes cognitive load during student teaching; and (3) cognitive overload limits the ability to make modifications during teaching. IntroductionThe amount of simultaneous activity requiring teachers' attention is staggering. Applying lesson plans that meet the diverse need of students, retrieving content expertise, managing external and internal distractions, identifying verbal and nonverbal cues, monitoring students' level of attention, and assessing students' prior knowledge all demand teachers' attention. Successful teachers are able to effectively manage these demands and it is expected that novice teachers demonstrate a capacity to attend to these diverse facets of teaching. Such expectations can be seen in the recent emergence of how pre-service teachers, and in particular student teachers, are assessed. In the USA, pre-service teachers are individuals who are pursuing a degree in education but have not yet received a teaching license. Student teaching typically occurs at the end of an education program for pre-service teachers and involves teaching in a classroom under the supervision of an experienced teacher. Several states in the USA have adopted the Teacher Performance Assessment (TPA) as a measure to assess pre-service teachers' performance in primary and secondary education settings. This performance-based assessment is designed to offer pre-service teachers the opportunity to synthesize and apply what they have learned in their teacher education preparation program. Pre-service teachers describe, analyze, and evaluate their teaching across a series of lessons, focusing on their planning, instruction, and assessment. Written commentary, work samples, and video of their teaching are submitted for the TPA, all of which are assessed on standardized rubrics.

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Section: Future Directionsmentioning

confidence: 99%

Student teacher challenges: using the cognitive load theory as an explanatory lens

Moos

Pitton

2013

Teaching Education

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“…Nowadays, in many teacher education programs, microteaching is used to expand the scope of student teachers while mastering various teaching skills and teaching experiences; alternatively, it orients them to gain teaching experiences for natural classroom environments (Amobi, 2005). Two associated components are generally taken into consideration in the implementation of microteaching activities: videotaped micro lessons and feedback with individual watching of the videotaped teaching for the evaluation of teaching performance is a common practice aimed at encouraging the development of self-analysis and reflective practice; the other component in microteaching activities is the requirement of feedback (Miller andBrennan, 1983, Vare, 1994;Metcalf, et al 1996;Brent, Wheatley andThomson. 1996, Kponja, 2001).…”

Section: Microteaching and Microteaching Activitiesmentioning

confidence: 99%

Attitudes of the Student Teachers in English Language Teaching Programs towards Microteaching Technique

Ögeyik¹

2009

ELT

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This paper evaluates the attitudes of student teachers towards microteaching experiences. The research was conducted with a total of 57 fourth year students attending the ELT Department at Trakya University, in Turkey. The data were collected via a Likert type scale developed by the researcher. The research results were evaluated regarding the benefits and disadvantages of microteaching. The findings revealed that the ELT students at Trakya University in general held positive attitudes towards microteaching applications with regard to its effectiveness for professional development, self-assessment, self-confidence, material production, and teaching experiences in various courses in which students are of different ages and linguistic levels.

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“…In line with this argument, the best way to educate teachers would be to let pre-service teachers act as teachers among experienced professionals. This view is often supported by in-service teachers, as they typically claim that the main way of learning to teach is by doing the job (Metcalf et al, 1996;Knight et al, 2006). There are, however, some potential drawbacks.…”

Section: Supporting Professional Learningmentioning

confidence: 99%

“…Another, and perhaps more serious point, is that workplace-based training might promote socialization into an unwanted occupational culture and outdated practices (Elliott, 1991). Furthermore, workplace-based training does not necessarily support pre-service teachers in reflecting on their practice (Metcalf et al, 1996). Acknowledging the potential drawbacks of workplace-based training, however, is not tantamount to arguing that teacher education should be entirely theoretical or entirely campus-based.…”

Section: Supporting Professional Learningmentioning

confidence: 99%

“…Instead, other settings can offer alternative ways to support the development of specific skills, which is shown by research indicating that different kinds of technology (such as tape recorders in Anderson and Freiberg, 1995, computer simulations in Yeh, 2004, and video in Yerrick et al, 2005 can provide effective support for pre-service teachers when analyzing their own, or others, ' instruction. Consequently, technology supported and case-based teaching has been used to support the development of a number of different complex skills, such as "reflective ability" (Metcalf et al, 1996), analyzing classroom situations (Jönsson, 2008), and communication skills (Lucander et al, 2012). Interestingly, several of these studies have made use of explicit assessment criteria, as a means for guiding students in discerning important characteristic in complex situations.…”

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confidence: 99%

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Learning to See New Things: Using Criteria to Support Pre-service Teachers' Discernment in the Context of Teachers' Relational Work

2018

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The purpose of this study was to investigate how pre-service teachers' understanding of relational competence can be supported through the use of digital video and explicit criteria. The study is a mixed method intervention study, where pre-service teachers analyzed the teacher-student relationship as depicted in a short video sequence with the support of explicit criteria. These analyses were analyzed with content analysis according to the criteria and a thematic comparison of pre-service teachers' analyses before and after the access to explicit criteria. Findings suggest that the use of explicit criteria supported pre-service teachers' discernment of significant dimensions of teacher-student relationships, so that they were able to discern and discuss aspects of the teacher-student relationship with a specific focus on teacher-student interaction and with greater detail and nuance. The study also provides some tentative evidence that modeling the use of criteria may support pre-service teachers' use of the criteria.Keywords: assessment, criteria, pre-service teachers, relational competency, transparency INTRODUCTIONDuring the last three decades, extensive international research, including research reviews, and meta-analyses, has shown that supportive relationships between teachers and students have beneficial effects on factors such as students' subject-specific performance, social development, satisfaction, well-being, and motivation to learn (e.g., Wubbels and Brekelmans, 2005;Cornelius-White, 2007;Hattie, 2009;Roorda et al., 2011;Sabol and Pianta, 2012;Wubbels et al., 2012). In a summary of research, Hughes (2012) claims that: "we know enough to apply the knowledge gained to the task of increasing teachers' abilities to provide positive social and emotional learning environments" (p. 319). It is not until the last decade or so, however, that researchers have implemented professional development interventions focusing on teacher-child relationships (Sabol and Pianta, 2012). Moreover, although it has been suggested that pre-service training should be a prime target for informing teachers on practices associated with high quality relationships (Sabol and Pianta, 2012), research into relational competence in teacher-education programs is largely lacking (Rimm-Kaufman et al., 2003;Nordenbo et al., 2008;Sabol and Pianta, 2012), This lack of research has made it difficult for educators to work systematically to develop teacher-student relational competence. The study reported here, aims to address this scarcity in contemporary educational research by investigating the development of pre-service teachers' understanding of Holmstedt et al. Learning to See New Things relational competence 1 , through the use of digital video and explicit criteria. BACKGROUNDThe research presented here is based on the assumption that social relationships cannot be considered one factor among others; instead, all types of educational phenomena are fundamentally relational and the teacher-student relationship is the central factor u...

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Alternatives to field-based experiences: The comparative effects of on-campus laboratories

Cited by 36 publications

References 20 publications

Student teacher challenges: using the cognitive load theory as an explanatory lens

Student teacher challenges: using the cognitive load theory as an explanatory lens

Attitudes of the Student Teachers in English Language Teaching Programs towards Microteaching Technique

Learning to See New Things: Using Criteria to Support Pre-service Teachers' Discernment in the Context of Teachers' Relational Work

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