Assessing pre-service teachers’ skills for analyzing teaching

Abstract

This study investigated the learning-from-practice skills that pre-service teachers possess when they enter teacher preparation programs in the United States. Two subskills were hypothesized to represent, at least in part, what is required to learn from practice: (1) the ability to collect evidence about studentsÕ learning in order to analyze the effects of instruction, and (2) the ability to use the analysis to revise the instruction. Because it seems likely that different teaching situations and contexts reveal these learning-from-practice skills in different ways and to different degrees, this study examined the skills that pre-service teachers exhibited under two experimental conditions. Thirty pre-service teachers were asked to analyze the effects of a videotaped mathematics lesson on student learning, to support their analysis with evidence, and to use their analysis to revise the lesson. Based on the results, it appears that many entry level pre-service teachers can carry out a cause-effect type of analysis of the relationships between specific instructional strategies and studentsÕ learning, and can use this analysis to make productive revisions to the instruction. However, prospective teachersÕ ability to collect evidence that supports their analysis appears to be less developed. In addition, the type of analysis that prospective teachers carried out about the effects of instruction on studentsÕ learning differed dramatically across the two experimental task conditions.

Teacher Educators as Learners: How Supervisors Shape Their Pedagogies by Creating and Using Classroom Videos with Their Student Teachers

“…Because preservice teachers often assess their effectiveness by what they say and do rather than by how their students respond (Morris, 2007;Santagata, Zannoni, & Stigler, 2007), video can guide them to reflect about the attitudes, beliefs, and assumptions that influence their practices and their students' learning (Ovens & Tinning, 2009). Multiple cycles of reflection and action are required before teachers find compelling reasons to teach differently (Elmore, 1996).…”

Towards ambitious teaching: using video to support future teachers reasoning about evidence of student learning

“…Novice teachers tend to focus on their instructional strategies and discuss student understanding or lack of understanding in light of how effective they thought they were as teachers in carrying out their plan (Hiebert & Stigler, 2000;Morris, 2006;Santagata et al, 2007). Instead, Anna focuses only on the students and provides speciic examples of student behavior that provide evidence of student understanding or struggle.…”

Examining of the relationship between math anxiety and math achievement of elementary school students<p>İlkokul öğrencilerinin matematik kaygısı ile matematik başarıları arasındaki ilişkinin incelenmesi

“…Matematik kaygısının doğası, bileşenleri, nedenleri Finlayson, 2014;Hembree, 1990;Ho et al, 2000), matematik kaygısının tespitine yönelik ölçek çalışmaları (Akçakın, Cebesoy, & İnel, 2015;Bindak, 2005;, matematik kaygısının matematik başarısına etkileri (Dede & Dursun, 2008;, bireysel ve sosyal faktörlerle ilişkileri (Ashcraft, 2002;Tatar, Zengin, & Kagizmanli, 2015), matematik kaygısının önlenmesine ve giderilmesine dair teknik ve stratejiler (Alkan, 2013;Fotoples, 2000;Morris, 1981;) üzerine birçok çalışma yapılmıştır.…”