Using lesson study to change teacher knowledge and practice: The role of knowledge sources in teacher change

Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?

“…Achieving quality instruction starts with ensuring that preservice teachers (PSTs) who graduate from teacher education programs are well-started beginners with the capabilities to positively impact student outcomes (Darling-Hammond et al, 2002; Davis & Boerst, 2014; Mikeska et al, 2009). Practice-based teacher education is one solution to developing well-started PSTs (Benedict et al, 2016; Forzani, 2014; McDonald et al, 2014; Philip et al, 2019).…”

Assistive Technology Education: Experiences of Preservice Special Education Teachers Within an Instructional Material Development Project

“…The instruction quality was also maintained with the help of the rigid guidelines of ID process as suggested by Peterson-Ahmad et al (2018). The participant PSETs progressed step-by-step through the IMD process with constant support from their instructors, so that they managed to adopt the use of AT for SWD without being overwhelmed by the complexity of the technology integration itself (Benedict et al, 2016). This finding is aligned with the research study by Schmidt et al (2017) who utilized the ID process to identify the appropriate educational apps and found that following the ID process gave special education teachers more confidence and comfort in identifying mobile applications for use in their classes.…”

“…The IMD project enabled the participant PSETs to become equipped with the required knowledge and skills for the successful application of AT in a special education context. The participants were provided with step-by-step instructions delivered as small chunks of information and with continuous instructor feedback (Benedict et al, 2016) to provide a set of enduring real-life opportunities and challenges (Zain et al, 2016). The project provided an exemplary AT course through which to develop the PSETs’ knowledge and utilization of AT to meet the instructional needs of the SWD, which also supports the findings of Schmidt et al’s (2017) study.…”

“…During AT course activities, practice-oriented activities help PSETs to adopt technology integration into special education. Experiencing the complexity of technology integration in practice, through a systematic learning environment with constant support, enables them to comfortably utilize the principles of technology integration ready for when they come to practice it in a real-life setting (Benedict, Holdheide, Brownell, & Foley, 2016). For example, Peterson-Ahmad, Stepp, and Somerville (2018) utilized Web 2.0 tools in an AT course as part of a teacher preparation program, and proposed factors affecting Web 2.0 use in inclusive settings as an apprehensible form of training with hands-on experience, guidance through experience-based feedback, and peer-support.…”

Using Mixed Reality to Support Inclusive Teaching Strategies in General and Special Education Preparation Programs

“…For example, preservice teacher candidates need numerous opportunities to learn about and actively practice explicit teaching methods and strategies, how to find and utilize research-based curricula, and how to collect and analyze data to make informed and individualized data-based decisions. If teacher candidates have the opportunity for these types of experiences during their EPP, they have a greater chance of successful longevity in the classroom (Ingersoll et al 2012); therefore, EPPs must create opportunities for teacher candidates to develop such skill sets through practice opportunities coupled with constructive feedback (Benedict et al 2016;Darling-Hammond et al 2020) so that they can enter their first years of teaching with increased teaching confidence, knowledge of collaborative strategies, and increased teaching self-efficacy.…”