Changes in Understandings of Three Teachers' Beliefs and Practice Across Time: Moving From Teacher Preparation to In-Service Teaching

Caudle, Lori A.; Moran, Mary Jane

doi:10.1080/10901027.2011.650784

Cited by 34 publications

(14 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Clearly, even with support, some teachers need even more assistance in shifting the way they see themselves and their learners, organize time and instruction, and conceptualize teaching. This shift may be even more gradual for those that struggle to internalize this new way of teaching, but should also be observable across time (Caudle and Moran 2012).…”

Section: Implications For Professional Developmentmentioning

confidence: 99%

“…Research on U.S.-based early childhood teacher education is often criticized for its focus on instructors' experiences and course design without contributing to the greater mission of improving teacher preparation (Hyson et al 2012). Research seldom examines teachers' practice across time, moving from preparation to in-service teaching (Caudle and Moran 2012). As such, there has been a call for more rigorous research in the US that goes beyond program description to analyze how content and methods are translated and implemented into practice (Horm et al 2013).…”

Section: Introductionmentioning

confidence: 98%

See 1 more Smart Citation

Teaching as Interaction: Challenges in Transitioning Teachers’ Instruction to Small Groups

Wyatt

Chapman-DeSousa

2015

Early Childhood Educ J

View full text Add to dashboard Cite

Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching after participating in a year-long program of professional development. The results indicate teachers' previous definitions of ''teaching as dissemination'' interfered with their ability to take on new roles, design tasks, and manage time. Implications include the need for teacher educators to focus on how teaching through interaction shifts these aspects of the teaching process.

show abstract

Section: Implications For Professional Developmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Teaching as Interaction: Challenges in Transitioning Teachers’ Instruction to Small Groups

Wyatt

Chapman-DeSousa

2015

Early Childhood Educ J

View full text Add to dashboard Cite

show abstract

“…There is considerable interest in understanding more about how pre-service teachers (PSTs) grow and change as they move from teacher education programs into their first years of teaching (Beck & Kosnick, 2014;Cochran-Smith et al, 2012;Caudle & Moran, 2012;Grossman et al, 2000;Jones & Enriquez, 2009). We conducted a longitudinal study from 2012 to 2016 examining the transfer of learning about literacy practices from a preservice teacher education program to the secondary classrooms of early career teachers (ECTs).…”

Section: éTude De Cas Exploratoire Sur Une Pratique Professionnelle Ementioning

confidence: 99%

“…School contexts, including changing geographic contexts, shape the development of ECTs in significant ways (Caudle & Moran, 2012;Flores & Day, 2006;Hoffman et al, 2005). The discourse of cultural relevance (Aylward, 2007;Ladson-Billings, 2014) informs this paper's focus on teacher education that addresses the needs of ECTs in northern Indigenous communities.…”

mentioning

confidence: 99%

An Exploratory Case Study of One Early Career Teacher’s Evolving Teaching Practice in Northern Canada

Murray-Orr

Mitton-Kukner

2017

mje

View full text Add to dashboard Cite

This paper focuses upon the case of one early career teacher, Don, a participant in a longitudinal study examining the transfer of learning about literacy practices from pre-service teacher education to the classrooms of secondary content area teachers. We followed Don from his B. Ed. program into his first two years of teaching in an Indigenous community in northern Canada, with a focus on how his pedagogical content knowledge and his culturally relevant pedagogical practices developed. This case traces Don’s journey from his goals and plans at the end of his teacher education program, through his feelings of uncertainty near the end of his first year of teaching, to his growing confidence in his second year of teaching.Cet article s’intéresse au parcours de Don, un enseignant en début de carrière et participant d’une étude longitudinale examinant le transfert des apprentissages en termes de pratiques en alphabétisation, de la formation des futurs enseignants à l’enseignement d’un contenu pédagogique en classe de secondaire. Nous avons suivi le parcours de Don dès son programme de baccalauréat en éducation et pendant ses deux premières années d’enseignement au sein d’une communauté autochtone du Nord canadien. Nous nous intéressons particulièrement à ses connaissances pédagogiques liées au contenu et aux pratiques pédagogiques culturellement pertinentes qu’il a développées. Cette étude de cas explore l’aventure de Don, de ses buts et objectifs à la fin de son programme de formation en enseignement, en passant par l’insécurité ressentie vers la fin de sa première année de pratique jusqu’à une confiance grandissante au cours de sa deuxième année d’enseignement

show abstract

“…A number of researchers indicate the need for more longitudinal studies of preservice teachers, which follow them into their careers as teachers (Alger, 2007;Bean, 1997;Cochran-Smith et al, 2012;Caudle & Moran 2012;Grisham, 2000;Grossman et al, 2000;Hoffman, Roller, Maloch, Sailors, Duffy, Beretvas, & Jones & Enriquez, 2009). We are currently in the second year of a five-year longitudinal study in which we explore beginning science, mathematics, and social studies teachers' literacy practices and their evolution over time.…”

Section: Exploring Pre-service Teachers' Developing Content Knowledgementioning

confidence: 99%

Fostering Literacy Practices in Secondary Science and Mathematics Courses: Pre-service Teachers’ Pedagogical Content Knowledge

Orr¹,

Kukner

Timmons

2014

L & L

View full text Add to dashboard Cite

A significant number of high school students struggle to read textbooks and other course materials and to write successfully in content area courses such as mathematics and science (Kane, 2011). This paper investigates how pre-service teacher education can provide a strong literacy foundation for content area teachers. A pilot study, undertaken as part of an ongoing longitudinal study, examines how secondary pre-service teachers plan to infuse their teaching of secondary mathematics and science with literacy practices. This paper inquires into the perspectives of six mathematics and science preservice teachers who were interviewed after completing a course in content area literacy. Pre-service teachers emphasized their growing awareness of how literacy strategies can enhance student learning in their specific subject areas.

show abstract

Changes in Understandings of Three Teachers' Beliefs and Practice Across Time: Moving From Teacher Preparation to In-Service Teaching

Cited by 34 publications

References 35 publications

Teaching as Interaction: Challenges in Transitioning Teachers’ Instruction to Small Groups

Teaching as Interaction: Challenges in Transitioning Teachers’ Instruction to Small Groups

An Exploratory Case Study of One Early Career Teacher’s Evolving Teaching Practice in Northern Canada

Fostering Literacy Practices in Secondary Science and Mathematics Courses: Pre-service Teachers’ Pedagogical Content Knowledge

Contact Info

Product

Resources

About