A professional experience learning community for secondary mathematics: developing pre-service teachers’ reflective practice

Cavanagh, Michael; McMaster, Heather

doi:10.1007/s13394-015-0145-z

Cited by 26 publications

(14 citation statements)

References 32 publications

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“…(PST 3, These findings reflect those of Smith (2010) who also found that disagreement between student teachers and supervising teachers had a negative effect. PSTs have more challenges when their supervising teachers are controlling their assessment practices (Cavanagh and Prescott, 2007). These results are consistent with the literature, indicating that supervising teachers have an influence not only on PSTs' teaching (Spooner-Lane et al, 2009;Smith, 2010;Izadinia, 2016;Livy et al, 2016) but also on their authentic assessment practices in the classroom (Graham, 2005;Volante and Fazio, 2007;Absolum et al, 2009;Eyers, 2014;Jiang, 2015).…”

Section: Controlling Effect Of Supervising Teacherssupporting

confidence: 82%

Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

Alonzo

Davison

2021

Front. Educ.

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Classroom assessment practices play a pivotal role in ensuring effective learning and teaching. One of the most desired attributes of teachers is the ability to gather and analyze assessment data to make trustworthy decisions leading to supporting student learning. However, this ability is often underdeveloped for a variety of reasons, including reports that teachers are overwhelmed by the complex process of data analysis and decision-making and that often there is insufficient attention to authentic assessment practices which focus on assessment for learning (AfL) in initial teacher education (ITE), so teachers are uncertain how to integrate assessment into teaching and make trustworthy assessment decisions to develop student learning. This paper reports on the results of a study of the process of pre-service teachers’ (PSTs) decision-making in assessment practices in Myanmar with real students and in real classroom conditions through the lens of teacher agency. Using a design-based research methodology, a needs-based professional development program for PSTs’ assessment literacy was developed and delivered in one university. Following the program, thirty PSTs in the intervention group were encouraged to implement selected assessment strategies during their practicum. Semi-structured individual interviews were undertaken with the intervention group before and after their practicum in schools. This data was analyzed together with data collected during their practicum, including lesson plans, observation checklists and audiotapes of lessons. The analysis showed that PSTs’ decision-making in the classroom was largely influenced by their beliefs of and values in using assessment strategies but, importantly, constrained by their supervising teachers. The PSTs who understood the principles of AfL and wanted to implement on-going assessment experienced tension with supervising teachers who wanted to retain high control of the practicum. As a result, most PSTs could not use assessment strategies effectively to inform their decisions about learning and teaching activities. Those PSTs who were allowed greater autonomy during their practicum and understood AfL assessment strategies had greater freedom to experiment, which allowed them multiple opportunities to apply the result of any assessment activity to improve both their own teaching and students’ learning. The paper concludes with a discussion of the kind of support PSTs need to develop their assessment decision-making knowledge and skills during their practicum.

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Section: Controlling Effect Of Supervising Teacherssupporting

confidence: 82%

Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

Alonzo

Davison

2021

Front. Educ.

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“…In order to change these preconceived notions of teaching and learning, student teachers need to learn how to reflect critically on their observations and experiences during their practicum sessions. Student teachers' involvement in Communities of Practice at schools make it possible for them to teach in the context of teaching (Cavanagh and Prescott 2007), which means student teachers' observation of Communities of Practice can also enhance their professional skills. Robinson (2016) states that vision, agency, shared expertise, material conditions, and institutional capacity are some of the key factors that ought to underpin a system-wide approach to enhance teacher education.…”

Section: Literature Reviewmentioning

confidence: 99%

Postgraduate Certificate in Education Student Teachers’ Perceptions about Communities of Practice at Schools: Work Integrated Learning Reflections

Msimanga

Mabalane

Ramaila

et al. 2021

IJHE

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Postgraduate Certificate in Education (PGCE) student teachers participate in work-integrated learning to develop their professional skills by critically reflecting on their school experience. This study examined how PGCE student teachers perceived Communities of Practice during their work-integrated learning. This study adopted a generic qualitative research design and involved a group of PGCE student teachers at a South African university. Data, which was thematically analysed, was generated by means of reflective group discussions and summaries. The study was underpinned by the Cultural Historical Activity Theory as the underlying theoretical framework. The study revealed that student teachers perceived Communities of Practice as a sustainable and collaborative means through which their professional practices can be enhanced. In addition, Communities of Practice are viewed as an effective catalyst to strengthen school management in its broadest sense. Contextually appropriate recommendations for strengthening initial pre-service teacher training within the broader South African context are provided.

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“…There are two aspects to the issue of time; the first is finding the time in teachers' day to day activities, as identified by, for example, Berg (2011) and the second is the overall time allocated to the project. In terms of the time for the project, Cavanagh and McMaster (2015), for example, state that "it is clear that it takes considerable time for a learning community to begin to coalesce so that pre-service teachers can develop their ability to notice and reflect on lessons" (p. 488).…”

Section: Factors That Inhibit Collaborative Ways Of Workingmentioning

confidence: 99%