Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs

Abstract

This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers’ observational notes, and school and classroom demographics were compiled and analyzed to create case reports. Findings indicated while they differed in their use of professional judgment as novice teachers, participants learned this skill in student teaching rather than in coursework, which caused us to question whether teacher preparation programs are preparing teachers to use professional judgment or training them for technical compliance.

The development of student teachers’ sense of professional agency in the classroom during teacher education

“…It seems that student teachers' perceived capacity to learn from peers and more experienced colleagues leading to transformation of teaching practice seems to produce experiences of competence development that enhance their sense of professional agency in the classroom. Prior studies have highlighted the importance of the actions teacher educators take to model and discuss functional classroom practices (Lieberman & Pointer Mace, 2009;Meirink et al, 2009;Scales et al, 2017;van Velzen et al, 2012). Seeing the affordances of particular instructional choices may encourage student teachers to test novel strategies independently (Shaughnessy & Boerst, 2017).…”

Farklılaştırılmış Öğretim Yaklaşımına Yönelik Öğretmen Yeterlikleri

“…They also stated that they have to carry out the knowledge and skills they have acquired to apply DIA, which is a complex process, with the belief that each student is unique. Scales et al (2018) worked with four teachers for two years and examined their teaching skills, including their preservice practicum course and the novice teaching period. In the study, they saw that each teacher's in-class practices for individual differences were based on the belief in the best interests of the students.…”

Untitled

“…Özellikle ülkemiz bağlamında öğretmen adaylarının öğretimsel karar almaya ilişkin anlamı nasıl kurduklarının belirlenmesi, öğretmen Summary Purpose and Significance. In the literature on instructional decision making, it is stated that the teaching work itself is defined as the decision-making process and that many features and skills that teachers have are effective in the instructional decision-making process either directly or indirectly (Daniel, 2018;Freeman, 1989;Parker, 1984;Parsons et al, 2018;Payne, Bettman and Johnson, 1988;Scales et al, 2018;Shavelson and Stern, 1981). In Turkey, teaching programs and processes are designed without the knowledge of what and why pre-service teachers are doing in the instructional decision-making processes.…”