Developing the Effective Teaching Skills of Teacher Candidates During Early Field Experiences

Welsh, Kelly; Schaffer, Connie

doi:10.1080/00131725.2017.1314574

Cited by 18 publications

(8 citation statements)

References 19 publications

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“…These artifacts allowed researchers to track the impact of teacher preparation practice on preservice teacher learning and preservice teacher enactment. For example, Bangel et al (2010) analyzed both lesson plans and lesson observations to observe whether what was taught ended up first in preservice teachers' plans and then in their practice (see also Welsh and Schaffer, 2017).…”

Section: Teacher Practice And/or Student Learningmentioning

confidence: 99%

Impact Evaluations of Teacher Preparation Practices: Challenges and Opportunities for More Rigorous Research

Mancenido¹

2023

Review of Educational Research

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Many teacher education researchers have expressed concerns about the lack of rigorous impact evaluations of teacher preparation practices. I summarize these various concerns as they relate to issues of internal validity, measurement, and external validity. I then assess the prevalence of these issues by reviewing 166 impact evaluations of teacher preparation practices published in peer-reviewed journals between 2002–2019. Although I find that very few studies address issues of internal validity, measurement, and external validity, I highlight some innovative approaches and present a checklist of considerations to assist future researchers in designing more rigorous impact evaluations.

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Section: Teacher Practice And/or Student Learningmentioning

confidence: 99%

Impact Evaluations of Teacher Preparation Practices: Challenges and Opportunities for More Rigorous Research

Mancenido¹

2023

Review of Educational Research

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“…The effectiveness of the educational process also depends on the teacher's observation skills since they allow perceiving student's mental qualities adequately and enable the assessment from both general and individual perspectives. Not less important and essential requirement is to love the very teaching job [18].…”

Section: Pedagogical Abilitiesmentioning

confidence: 99%

Development of Students' Pedagogical Abilities through Socio-Psychological Training

Шакирова

Romanova

Власова

2021

Int. J. Emerg. Technol. Learn.

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The research is devoted to the study of the effect of socio-psychological training on the development of pedagogical abilities in rising teachers. The study involved 88 full-time five-year students of the Xxxx Academy (Moscow) and four-year students of Xxxx University (Taldykorgan). The goal was achieved based on a system of special tasks with the involvement of socio-psychological trainings. The experiment and research were carried out for 6 months. The standard devia-tion in the sample and the Student's t-test were studied for the experimental and control groups. The result of the post-test is the opposite; thus, the mean value of the experimental group is higher than that of the control group. The study re-vealed that there is a weak positive relationship between age and pedagogical abil-ities (r <0.2). The results of the study also indicate a positive correlation between gender and pedagogical abilities (r> 0.3). Thus, in accordance with the goal set, it was determined that socio-psychological training improves students' pedagogical abilities. The results of this study can be recommended to teachers of universities and training centers, as well as pedagogical students.

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“…Although teacher education programs need to increase the coursework and field experiences to train good quality teachers (Welsh & Schaffer, 2017), attention rests on the intersection of coursework and field experiences; namely, teaching strategies. If effective teachers or teachers of excellence engage their students actively by using different teaching strategies in their classrooms (Darling-Hammond, 2010), it is important that preservice teachers have a range of teaching strategies in their professional repertoire from which to draw upon.…”

Section: Teaching Qualitymentioning

confidence: 99%

Preservice Teachers’ Confidence and Preferred Teaching Strategies using TeachLivE ™ Virtual Learning Environment: A Two-Step Cluster Analysis

Ledger

Ersozlu

Fischetti

2019

EURASIA J MATH SCI T

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TeachLivE TM , a mixed reality learning environment originating from University of Central Florida (2011), has recently been introduced to the Australian preservice teaching context by Murdoch University (2016) and the University of Newcastle (2017). This paper, the first of a program of research mapping the implementation of TeachLivE TM within the Australian context, captures preservice teachers' (PSTs) reflections on their initial interactions with the mixed reality learning environment. The study highlights preferred teaching strategies and teaching confidences during initial interactions in the simulation laboratory and introduces a quality measure within the reflective practice process. A Two-Step Cluster analysis of 322 PSTs was conducted. Results showed a positive impact of reflective practice and revealed that most preservice teachers preferred 'Questioning' and 'Direct Instruction' methods of delivering micro-teaching lessons. The authors offer a typology of teaching strategies, confidences and a quality measure for teacher educators.

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Developing the Effective Teaching Skills of Teacher Candidates During Early Field Experiences

Cited by 18 publications

References 19 publications

Impact Evaluations of Teacher Preparation Practices: Challenges and Opportunities for More Rigorous Research

Impact Evaluations of Teacher Preparation Practices: Challenges and Opportunities for More Rigorous Research

Development of Students' Pedagogical Abilities through Socio-Psychological Training

Preservice Teachers’ Confidence and Preferred Teaching Strategies using TeachLivE ™ Virtual Learning Environment: A Two-Step Cluster Analysis

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