Rethinking Teacher Preparation Program Design

Hollins, Etta R.; Warner, Connor K.

doi:10.4324/9781003150633

Cited by 11 publications

(6 citation statements)

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“…Two recent books have focused on teacher education program redesign and included helpful information on clinical preparation: (1) Hollins and Warner (2021), Rethinking Teacher Preparation Program Design and (2) Jacobs and Burns (2021), (Re) Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation. In Chapter 6: Clinical Experiences in Authentic Contexts of Hollins and Warner's (2021) book, the authors argue for alignment between philosophical stance and theoretical perspective in clinical preparation. They provide a beginning structure for organizing clinical practice in schools.…”

Section: Resources To Inform Your Work On Essentialmentioning

confidence: 99%

Essential 2: “clinical practice” is what professional development schools do

Burns,

Badiali,

Coler

et al. 2023

PDSP

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PurposeThe purpose of this article is to unpack more deeply Essential 2: Clinical Preparation. This article offers a comparison of the first and second editions of Essential 2 and also provides resources and activities partners can use and engage in to deepen their work on the clinical preparation of teachers.Originality/valueThis article is being resubmitted so that it can be reprinted with the other Nine Essential articles.

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Section: Resources To Inform Your Work On Essentialmentioning

confidence: 99%

Essential 2: “clinical practice” is what professional development schools do

Burns,

Badiali,

Coler

et al. 2023

PDSP

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“…In their professional coursework, candidates learn to apply discipline specific practices in developing learning experiences for students. Part of learning to teach is the translation of subject matter for classroom teaching that includes the framing of the curriculum (subject matter) in relationship to what students know and value and incorporating the structure of the discipline for appropriate sequencing in connecting big ideas with related concepts, principles, and practices (HOLLINS, 2019;WArNEr, 2021a).…”

Section: Discipline Specific Knowledgementioning

confidence: 99%

“…Guided practice provides opportunities for candidates to begin learning to apply academic knowledge to practice and learning from practice how to adapt learning experiences for differences among students. Hollins & Warner (2021a) define teaching as an interpretive practice as:…”

Section: Figure 2 the Teaching Cyclementioning

confidence: 99%

Teaching as Academically Based Professional Practice

Hollins

2023

Rev. FAEEBA - Educ. e Contemp.

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This discussion presents an argument for developing teaching as a profession wherein practitioners have a shared academic knowledge base, practices, procedures, and protocols with an understanding of how and the conditions under which to apply specific approaches. In this conceptualization, teaching is viewed as an interpretive practice that relies on academic knowledge for practice generated through research on practice translated into procedures and protocols that have been tested and validated. Knowledge from practice is generated through systematic observation and documentation of students’ responses to learning experiences and the social context for learning. Teacher preparation includes the knowledge base for teaching and a separate knowledge base for learning to teach.

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“…One of the most featured dimensions of teacher preparation is to scaffold prospective teachers (PTs) to be able to design and implement high-quality in-class teaching (Hollins & Warner, 2021), resulting in academically productive classroom talk Shaughnessy & Boerst, 2018). Grossman et al (2009) indicated the vitality of pedagogies of enactment term, which clarifies university-based teacher preparation approximating PTs to engage in higher-order pedagogical adaptations to naturalistic classroom environments.…”

Section: Justification For the Studymentioning

confidence: 99%

Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching

Soysal

2023

SAGE Open

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The related literature implies that phenomenographic arguments on teaching conception are primarily developed for in-service teachers or university educators. There is also an ongoing tenet among educational phenomenographers that instructors’ conceptions of teaching are inquired into by discriminating teacher-centered and student-centered modes of teaching from each other. In addressing these two issues, first, the present study established a phenomenographic argument regarding prospective teachers’ (PTs) experience-based conceptions of the teaching phenomenon. Second, the current study considers teaching phenomenon in a broader sense within five hierarchical categories: monological, dialogical, dialectical, adaptive-pragmatic, and reflective. A phenomenographic research was conducted to comprehend 39 senior PTs’ teaching conceptions. It is concluded that the PTs mainly experienced and reported three focused dimensions of the phenomenon: monological, dialogical, and dialectical. However, two more sophisticated dimensions, adaptive-pragmatic and reflective teaching, were absent in the PTs’ experienced-based conceptions. Finally, suggestions are offered for educators who considerably fluctuate the PTs’ experiential cognition of the instruction and related conceptions of enacted teaching.

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Rethinking Teacher Preparation Program Design

Cited by 11 publications

References 0 publications

Essential 2: “clinical practice” is what professional development schools do

Essential 2: “clinical practice” is what professional development schools do

Teaching as Academically Based Professional Practice

Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching

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