Field Experiences and Instructional Pedagogies in Teacher Education

Maheady, Larry; Smith, Cynthia; Jabot, Michael

doi:10.4324/9780203817032.ch10

Cited by 15 publications

(17 citation statements)

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“…Field placements are beneficial because they give preservice teachers an opportunity to interact with students, colleagues, and administrators. Moreover, they provide preservice teachers with opportunities to apply academic and behavioral skills in actual classrooms (Cruickshank, 1986; Maheady, Smith, & Jabot, 2014). Although there is a plethora of research documenting the impact of field experiences on novice teachers’ beliefs about teaching and learning, there is little research on how field experiences affect instructional practice (Clift & Brady, 2005; Maheady et al, 2014).…”

mentioning

confidence: 99%

Meaningful Practice

Dawson

Lignugaris

2016

Teacher Education and Special Education: The Journal of the Tea

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Novice teachers need to develop foundation teaching skills to effectively address student behavior and academics in the classroom. The TLE TeachLivE™ simulation laboratory (TLE) is a virtual classroom used to supplement traditional didactic instruction and field experiences in teacher preparation programs. In this study, repeated practice and structured feedback were provided to preservice special educators in TLE to improve their delivery of specific praise, praise around, and error correction. Their weekly performance was observed in TLE during simplified teaching scenarios in intervention and during more complex teaching scenarios following intervention. In addition, their generalization of target skills to their own classrooms was measured weekly. Overall, teachers improved delivery of the target skills in the virtual classroom. They generalized performance to real classroom settings with varying levels of proficiency. Implications for teacher preparation are discussed, including the impact of aligning simulated practice opportunities and authentic teaching environments.

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confidence: 99%

Meaningful Practice

Dawson

Lignugaris

2016

Teacher Education and Special Education: The Journal of the Tea

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“…Teacher preparation programs need to be clear about the specific HLPs to be taught (focus) with deliberate decisions about their distribution (i.e., coherence across the program related to where they will be introduced, taught, practised, assessed), and with sufficient time allocated to the development of each HLP across the program (duration). Examples of specific pedagogies to support PSTs in learning to use these practices include micro-teaching, cases, tutoring, lesson study, peer coaching, bug-in-ear technology, simulated experiences such as TeachLivE/Mursion, video analyses, practice opportunities with feedback and reflection, incorporating practice opportunities with external and self-assessments, and courses carefully linked to field-based learning experiences (e.g., Benedict et al, 2016;Leko et al, 2015;Maheady, Smith, & Jabot, 2014;McDonald et al, 2013;McDonald et al, 2014;Peercy & Troyan, 2017).…”

Section: Content and Contextual Considerationsmentioning

confidence: 99%

Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings

McLeskey

Billingsley

Ziegler³

2018

Australas. j. spec. incl. educ.

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Although researchers have developed evidence-based practices and identified other effective practices that show promise for improving outcomes for students with disabilities, these practices are all too frequently not used in inclusive classrooms. Some have posited that this research-to-practice gap may result because teachers lack confidence in these practices and do not find them feasible for use in their classrooms. More recently, researchers have begun to examine whether teacher education may contribute to this research-to-practice gap. We contend that teacher preparation is an important contributor to the research-to-practice gap, and discuss how teacher preparation might be changed to better prepare teachers to use effective practices in inclusive classrooms. Primary changes that are needed include identifying a set of high-leverage practices that serve as the core curriculum of teacher education and using a practice-based approach to systematically prepare future teachers to use these practices.

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“…In order to overcome this disparity, some teacher preparation programs have attempted to restructure coursework with alternative field experiences (Allsopp et al, 2006;Brownellet al, 2005). Educational researchers have documented the impact of field experiences on novice teachers' beliefs about teaching and learning, but there is a limited amount of research on how field experiences affect their instructional practices (Clift & Brady, 2005;Maheady et al, 2014), due to the inability of educators to align conceptual understandings of practice with the range of complexity of actual classrooms (Clift & Brady, 2005). This complexity of classrooms requires pre-service teachers to try and figure out what to concentrate on in their lessons, especially when they are not experienced with numerous instructional strategies and classroom management skills (Girod & Girod, 2006).…”

Section: Interactive Classroom Simulation Activities-mursionmentioning

confidence: 99%

Implementation of Immersive Classroom Simulation Activities in a Mathematics Methods Course and a Life and Environmental Science Course

Lee

Castles

et al. 2018

JoITL

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This study investigated the influence of immersive classroom simulation activities on the development of elementary pre-service teachers in two separate mathematics and science education courses that simultaneously focus on pedagogy and content. Participants submitted written personal reflections about their teaching experiences using the immersive classroom simulation activities. These reflections were analyzed for common emergent themes within and across courses. The participants discussed the benefits of the immersive classroom simulation activities in their written personal reflections. They viewed the experience as helpful in developing their skills as a practicing teacher in mathematics and science. Specifically, participants identified three sub-themes including: (a) the immersive classroom simulation activities as being beneficial by providing more authentic real-life teaching experiences than those experienced during peer-group teaching activities; (b) the importance of holding complete and appropriate understandings of content when teaching mathematics and science; and (c) the role of deep content knowledge in the process of developing high quality questions for students. This study has shown immersive classroom simulation activities to be a viable alternative for teacher education programs to engage elementary preservice teachers in developing skills regarding classroom mathematics and science discourse.

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Field Experiences and Instructional Pedagogies in Teacher Education

Cited by 15 publications

References 0 publications

Meaningful Practice

Meaningful Practice

Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings

Implementation of Immersive Classroom Simulation Activities in a Mathematics Methods Course and a Life and Environmental Science Course

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