Examining learning experiences designed to help teacher candidates bridge coursework and fieldwork

Peltier, Marliese R.; Bemiss, Elizabeth; Shimek, Courtney; Wig, Ann Van; Hopkins, Laura J.; Davis, Stephanie G.; Scales, Roya Q.; Scales, W. David

doi:10.1016/j.tate.2021.103468

Cited by 7 publications

(2 citation statements)

References 22 publications

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“…It is in agreement with international teacher educators and policy makers who call for teacher preparation to be more deeply linked to practice (Jenset et al, 2018) because the research shows that teacher candidates had a positive impact on student learning outcomes and school culture (Hartman et al, 2021). Hence, it is crucial to further explore how educators better bridge coursework and fieldwork more explicitly (Peltier et al, 2021). For example, Ohio University’s early childhood program has been nationally recognized for its Clinical Model of teacher education (see Hartman, et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Cross-cultural research on early childhood teacher education curriculum design

He,

Li,

Fanoos

et al. 2023

Research in Comparative and International Education

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This study was an attempt to compare the distinctive features in current Early Childhood Teacher Education (ECTE) curricula conducted at two universities, one in China, and one in the US. Document reviews, interviews, and questionnaires shed light on the two different approaches to curriculum design. Two program directors and 25 participants, viewed as “cultural outsiders,” were recruited. Results showed that the US model could be viewed as “deep” learning while the Chinese model was seen as “broad” learning. The US ECTE curriculum focused on a robust connection between general education and professional courses, strong standards, content-centered professional courses, multiple cultures, and more credit for field experience. The ECTE curriculum at the Chinese university provided a wide variety of general education and professional courses, arts-related professional courses, national cultures, and more modalities for field experience. This study also examined the impact of culture and society on the ECTE curriculum design.

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Section: Discussionmentioning

confidence: 99%

Cross-cultural research on early childhood teacher education curriculum design

He,

Li,

Fanoos

et al. 2023

Research in Comparative and International Education

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“…Thus, we bring our attention to the enactment of pedagogy in preparing professionals for practice, and the campus-based learning experiences versus the practical expectations of the professional role [4][5][6]. In an effort to connect campus-based coursework with fieldwork, a number of researchers have advocated for practice-based teacher preparation [7][8][9], which includes a focus on core practices of teaching [8,10] and practice-based pedagogies including representation, decomposition and approximation [8,11,12]. It is within this context that we, as teacher educators, share one example of our enacted pedagogical practice: microteaching.…”

Section: Introductionmentioning

confidence: 99%

Developing Micro-Teaching with a Focus on Core Practices: The Use of Approximations of Practice

O’Flaherty,

Lenihan,

Young

et al. 2023

Education Sciences

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Micro-teaching as a pedagogical approach is practiced in many higher education programmes focused on building knowledge, understanding, skills and attitudes that can be applied in a professional setting. The previous literature attests to the usefulness of micro-teaching experiences in supporting the development of the beginning professional. This paper describes the design and implementation of a micro-teaching programme in one teacher preparation programme with a dual focus on core practices and Approximation of Practice (AoP). AoPs, in this instance, are defined as opportunities to engage in core practices that are proximal to the practices of a particular profession. The paper begins by exploring practice-based education, focusing on core practices and approximations of practice. Micro-teaching as a pedagogical approach is briefly introduced before describing the design and implementation of a specific enactment of pedagogy, a micro-teaching programme using core practices and AoPs. Opportunities and challenges of designing and implementing the micro-teaching programme are discussed and problematised. Finally, some practice considerations are offered to the broader higher education audience regarding the use of AoPs in higher education in the preparation of beginning professionals.

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Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies

Stroupe

Hancock

2022

Teaching and Teacher Education

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Examining learning experiences designed to help teacher candidates bridge coursework and fieldwork

Cited by 7 publications

References 22 publications

Cross-cultural research on early childhood teacher education curriculum design

Cross-cultural research on early childhood teacher education curriculum design

Developing Micro-Teaching with a Focus on Core Practices: The Use of Approximations of Practice

Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies

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