Preparing preservice teachers to make instructional decisions: An examination of data from the teacher work sample

Köhler, Frank; Henning, John E.; Usma-Wilches, Jaime

doi:10.1016/j.tate.2008.04.002

Cited by 46 publications

(35 citation statements)

References 22 publications

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“…Accordingly, student success in learning vocabulary may have motivated the teachers in this study to continue to value and use these strategies in content area. Kohler, Henning, and Usma-Wilches (2008) concluded that a teacher makes decisions during and after teaching based on students' achieved learning. This means that using interactive strategies as reported by teachers here supports the literature in that students' positive learning experiences with these strategies can influence teachers' decisions frequently teach with these strategies (Burke, 2012).…”

Section: Discussionmentioning

confidence: 99%

Concept-Teaching Practices in Social Studies Classrooms: Teacher Support for Enhancing the Development of Students’ Vocabulary

2017

EDUC SCI-THEOR PRACT

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The purpose of this study is to describe social studies teachers' perceptions related to their practices in teaching concepts within the context of social studies instruction in order to enhance students' vocabulary development in their classes. The study focuses on how students' breadth and depth of vocabulary knowledge is supported by teachers' experiences and their self-reported practices in relation to teaching social studies content. The study has a qualitative research design and has been conducted with 35 middle-school social

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Section: Discussionmentioning

confidence: 99%

Concept-Teaching Practices in Social Studies Classrooms: Teacher Support for Enhancing the Development of Students’ Vocabulary

2017

EDUC SCI-THEOR PRACT

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“…Las muestras de desempeño docente (en adelante MDD) compilan material auténtico elaborado por un estudiante de pedagogía -a manera de portafolio-pero, además, aportan las orientaciones que sirvieron para la confección de dichas muestras y criterios de evaluación del desempeño evidenciado a partir de estándares (Kohler et al, 2008;Montecinos et al, 2011).…”

Section: Oportunidades Para Desarrollar La Práctica Reflexivaunclassified

El foco y la profundidad de la reflexión docente en estudiantes de pedagogía en Chile

Salinas

Rozas

Cisternas³

2018

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Este artículo busca responder a las preguntas por cuán reflexivos son los estudiantes de pedagogía al finalizar su formación de pregrado y qué oportunidades ofrecen los documentos que ellos deben elaborar durante su práctica profesional final, para desarrollar esta reflexión docente. Se aplicaron dos rúbricas a 50 documentos elaborados por estudiantes de seis programas de formación de profesores en Chile. Los resultados muestran que el foco de la reflexión en los documentos analizados se concentra en sólo algunas dimensiones y deja fuera otras que son importantes, tales como la reflexión sobre los propios aprendizajes de los estudiantes. Asimismo, los resultados del análisis muestran, en general, una baja reflexión docente, y diferencias entre los programas analizados. Estas diferencias se relacionarían con la especificidad y orientación que se plantea a los estudiantes sobre lo que se espera de ellos en cada sección del documento elaborado. This article seeks to determine how reflexive students of pedagogy are upon completing their undergraduate training, and what opportunities are offered by the documents they must prepare during their final professional practice, to develop this teaching reflection. Two rubrics were applied to 50 documents prepared by students in six teachers' training programs in Chile. The results show that the reflective approach of the documents analyzed concentrates only on some dimensions, and leaves out other important ones, such as reflection on the students' own lessons learned. Furthermore, the results of the analysis show, in general, a low level of reflective teaching, and differences between the programs analyzed. These differences were related to the specific and orientation students express regarding what is expected of them in each section of the prepared document.

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“…These conversations allow multiple opportunities for gathering evidence of student learning and responding to students (Ruiz-Primo, 2011). For example, these conversations may allow teachers and students to identify or Bnotice^prior knowledge that can be built on (Otero, 2006;Sherin, Russ & Colestock, 2011); identify problematic ideas or misconceptions that can hinder learning (di Sessa & Minstrell, 1998); provide feedback to motivate improvement (Hattie & Timperley, 2007); and adjust teaching and learning strategies in an ongoing manner (Kohler, Henning & Usma-Wilches, 2008).…”

Section: Formative Assessment In Mathematics and Sciencementioning

confidence: 99%

Using Video to Examine Formative Assessment Practices as Measures of Expertise for Mathematics and Science Teachers

Gotwals

Philhower

Cisterna

et al. 2015

Int J of Sci and Math Educ

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Formative assessment practices, including eliciting a broad range of student ideas, noticing the nuances in students' ideas, using these ideas to guide instruction, and promoting student self-regulation of learning are key components of expert teaching. Given the inherent dialogical nature of formative assessment in the classroom, video can provide a powerful tool for capturing and analyzing teachers' formative assessment interactions with students. In this study, we provide a framework for examining expertise in formative assessment and use this framework to quantitatively and qualitatively analyze the practices of 13 mathematics and science teachers. While we only saw a few instances of true expertise in formative assessment practices in our examination of videos, our findings indicate that teachers with more expertise in formative assessment let students' ideas guide their teaching. This leads to higher correlations among the dimensions of practice that we articulate in our framework for expert teachers. However, because many of the instructional decisions that teachers make are not visible on video, video alone may not provide enough information to judge expertise in formative assessment.

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Preparing preservice teachers to make instructional decisions: An examination of data from the teacher work sample

Cited by 46 publications

References 22 publications

Concept-Teaching Practices in Social Studies Classrooms: Teacher Support for Enhancing the Development of Students’ Vocabulary

Concept-Teaching Practices in Social Studies Classrooms: Teacher Support for Enhancing the Development of Students’ Vocabulary

El foco y la profundidad de la reflexión docente en estudiantes de pedagogía en Chile

Using Video to Examine Formative Assessment Practices as Measures of Expertise for Mathematics and Science Teachers

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