Negotiating accountability during student teaching: the influence of an inquiry-based student teaching seminar

Cuenca, Alexander

doi:10.1080/10476210.2012.751970

Cited by 10 publications

(10 citation statements)

References 14 publications

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“…The research described here also contributes to the larger literature beyond social studies, inquiry, and the C3 Framework about lesson planning. Researchers, inside and outside social studies, have long been interested in whether lesson plans can provide evidence of the extent to which pre-service teachers are able to translate ideas learned in their teacher education courses into their teaching practice (John, 2006;Wallace, Blase, Fixsen, & Naoom, 2008), especially when externally imposed reforms impinge on teaching and teacher education (Cuenca, 2014). Thus, this study also contributes to a broader literature within teacher education about pre-service education, lesson planning, and the application of what is learned in teacher education to the fieldwork experience.…”

Section: Methodsmentioning

confidence: 99%

The pre-service practicum experience and inquiry-oriented pedagogy: Evidence from student teachers’ lesson planning

Marino

Crocco

2020

The Journal of Social Studies Research

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This paper addresses whether, how, and to what extent social studies student teachers who have been introduced to inquiry-oriented teaching (as manifest in the National Council for the Social Studies C3 Framework) in their secondary social studies methods course incorporate this approach into the planning for their practicum experience. Based on analysis of lesson plans used in the practicum and follow-up interviews with a small subset of student teachers, this paper analyzes the factors that promote or inhibit use of this approach to teaching in their practicum experience. Results indicate the C3-oriented teaching approach, as taught in the methods course, did appear in the student teachers’ lesson plans. A small subset of student teachers used the framework competently while two smaller subsets were less adept in their application. The degree of application was affected by student teachers’ perceptions of their school placements and students’ needs.

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Section: Methodsmentioning

confidence: 99%

The pre-service practicum experience and inquiry-oriented pedagogy: Evidence from student teachers’ lesson planning

Marino

Crocco

2020

The Journal of Social Studies Research

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“…Recent scholars (cf. Cuenca, 2014; Santiago, 2019; Woodson, 2016) have suggested providing opportunities for critical historical inquiry, especially to students in traditionally minoritized, under-resourced contexts have the potential to encourage and empower civic agency. Furthermore, teachers who take up a critical, justice-oriented stance convey strong content and pedagogical backgrounds.…”

Section: Discussionmentioning

confidence: 99%

“…These teachers resisted research-based pedagogies and often reverted to teacher-centered, transmission focused instruction. Alternatively, Cuenca (2014) found an inquiry-focused social studies preparation in a traditional licensure pathway, empowered teacher candidates to exercise greater autonomy and increased student-centered instruction.…”

Section: Teaching and Learning In Middle Grades In Social Studiesmentioning

confidence: 99%

Illuminating the Black Hole: Examining Middle Grade Social Studies Teacher Education Pathways and Student Achievement

Fitchett

Heafner

2022

Journal of Teacher Education

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Examining the connections among teacher characteristics, instructional decision-making, and student learning in social studies education are both complicated and contentious. In the current study, we shed light on middle grades social studies teaching and learning—a black hole of research in the subject area. Using data from the National Assessment for Education Progress (NAEP) eighth grade U.S. history assessment, we explore the intersections of eighth grade social studies teachers’ teacher education pathways, instructional, decision-making, and curricular structure on students’ knowledge of history. Results suggest that teachers identified as having a social studies-inclusive teacher education background and who only teach social studies (as opposed to multiple subjects) were associated with higher average student performance on the NAEP exam. Findings have implications for middle grades social studies teacher education and how the subject is organized within middle schools.

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“…Within a culture of narrowly defined standards and accountability measures (Cochran-Smith & Lytle, 2006), many teachers treat their students as receptors of information that must be disseminated, mastered, and tested, suggesting that learners are empty vessels to be filled. Concerned that students will not be adequately prepared for end-of-year testing programs imposed by schools or districts, these teachers may ignore their students' interests and abilities to engage with more complex ideas, maintaining rigid control over classroom activities and children's behavior (Cuenca, 2014;Journell, 2007;Webb, Briscoe, & Mussman, 2009). For preservice teachers in our elementary teacher preparation program, the opportunity to see learnercentered practices that incorporate the interests of children and invest time in exploring topics in greater depth is often limited, and their own experiences as students more closely match current practices in the schools than the practices we discuss and model in our teacher education courses.…”

Section: Introductionmentioning

confidence: 98%

The Image of the Child Constructed and Transformed by Preservice Teachers in International Contexts

McCartney

Harris

2014

Action in Teacher Education

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International experiences offer new settings for revisiting, revising, and reconstructing currently held images of the child. Specifically, international practicum experiences can provide preservice teachers with opportunities to reflect on their views about children by positioning themselves as "the other." The purpose of this qualitative study was to explore the impact of international experiences on preservice teachers' currently held images of the child through their photographs, journal entries, and seminar discussions. Specific research questions included how preservice teacher's images of the child were challenged or affirmed in international settings and how the preservice teachers saw their own teaching practices informed by this experience. Our results describe the changing images the preservice teachers developed of children and themselves as teachers.

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Negotiating accountability during student teaching: the influence of an inquiry-based student teaching seminar

Cited by 10 publications

References 14 publications

The pre-service practicum experience and inquiry-oriented pedagogy: Evidence from student teachers’ lesson planning

The pre-service practicum experience and inquiry-oriented pedagogy: Evidence from student teachers’ lesson planning

Illuminating the Black Hole: Examining Middle Grade Social Studies Teacher Education Pathways and Student Achievement

The Image of the Child Constructed and Transformed by Preservice Teachers in International Contexts

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