Making transparent the challenges of developing a practice-based pedagogy of teacher education

Peercy, Megan Madigan; Troyan, Francis John

doi:10.1016/j.tate.2016.10.005

Cited by 109 publications

(72 citation statements)

References 55 publications

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“…The patterns of results are consistent with calls for practice-based preservice and beginning teacher preparation (Forzani, 2014;Hauser & Kavanagh, 2019;Jansse, Grossman, & Westbroek, 2015;Peercy & Troyan, 2017) that "focus professional preparation more directly on the enactment of teaching practices" (Forzani, 2014, p. 357) and clinically rich coaching and feedback on the use of the teaching practices (Burns et al, 2016a;Ong'ondo & Jwan, 2009). The results also point to the importance of active preservice student and beginning teacher involvement in knowledge and skill acquisition at all points-in-time during teacher preparation (Herrington & Herrington, 2017;Wright, 2011) and faculty coaching, mentoring, and feedback on this knowledge and skill acquisition (Fletcher & Mullen, 2012;Grima-Farrell, 2015;McGraw & Davis, 2017).…”

Section: Implications For Preservice Teacher Preparationsupporting

confidence: 61%

Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education

Dunst¹,

Hamby²,

Howse³

et al. 2019

HES

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Findings from a meta-analysis of meta-analyses of 14 different types of preservice student and beginning teacher preparation practices are described. The research synthesis included 118 meta-analyses and 12 other research studies of preservice practices-preservice student and beginning teacher outcomes. The research reports included between 5000 and 6000 studies and an estimated 2.5 to 3 million study participants. The outcomes included two different teacher quality measures and two different preservice student and beginning teacher measures. Mean difference effect sizes, confidence intervals for the average effect sizes, and generalized patterns of results were used to identify very high impact, high impact, medium impact, low impact, and no impact preservice practices. Results showed that clinically rich field experiences (extended and limited student teaching), learning experiences that included multiple opportunities for deliberate practice, faculty and school-based coaching, clinical supervision and performance feedback, different types of experiences and opportunities to learn to teach, course-based experiential learning experiences, and cooperative learning opportunities stood out as especially important practices that were related to optimal preservice and beginning teacher outcomes. The patterns of results are consistent with a practice-based approach to teacher preparation where the focus of preservice and beginning teacher education is the learning experiences and opportunities to learn and use optimal effective teaching practices.

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Section: Implications For Preservice Teacher Preparationsupporting

confidence: 61%

Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education

Dunst¹,

Hamby²,

Howse³

et al. 2019

HES

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show abstract

“…These changes also imply a shift in pedagogy from the teacher to the student, as well as a different teacher role (Zimmerman Nilsson & Holmberg, 2014;Gilis, et. al, 2008;Peercy & Troyan, 2017). Tendencies such as these may threaten central aspects of professional knowledge (Riksaasen, 2002).…”

Section: Introductionmentioning

confidence: 99%

Practical and Theoretical Knowledge in Contrast: Teacher Educators´ Discursive Positions

Nilsson¹

2017

AJTE

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“…Drawing upon our different professional and social identities, we each came to examine issues of teacher educator identity from a variety of starting points. Judy, Laura, and Megan began to examine teacher educator identity through the use of self‐study methodology in their scholarship (e.g., Baecher & Beaumont, ; Peercy, ; Peercy & Sharkey, ; Peercy & Troyan, ; Sharkey, ; Sharkey & Peercy, ). Manka and Suhanthie had a personal connection between their social identities and their professional work examining teacher and teacher educator identity.…”

Section: Resultsmentioning

confidence: 99%

Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry

et al. 2019

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Making transparent the challenges of developing a practice-based pedagogy of teacher education

Cited by 109 publications

References 55 publications

Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education

Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education

Practical and Theoretical Knowledge in Contrast: Teacher Educators´ Discursive Positions

Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry

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