Teaching Practices Grounded in Foundational Knowledge, Visions, and Contexts

Hammerness, Karen; Kennedy, Bill

doi:10.1080/1547688x.2018.1506070

Cited by 15 publications

(4 citation statements)

References 23 publications

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“…Recently, more research has been done to bridge the gap between CM theory and teacher education practice, focusing on sufficient attention for CM during the internship/practice phase of the teacher education curriculum (Dicke et al, 2015;Hammerness & Kennedy, 2019). In our previous study we found that most student teachers' CM learning outcomes focused on developing (non-) verbal communication repertoire and improving interpersonal teacher behaviour (Adams, Koster, & den Brok, 2022).…”

Section: Abstract Workplace Learning Classroom Management; Teacher Ed...mentioning

confidence: 98%

The Effects Of An Intervention In Student Teachers’ Classroom Management Learning Processes

Adams,

Koster,

Den Brok

2024

Pedagog. Stud.

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Classroom management learning of student teachers for secondary education at the workplace is often unfocused as they tend to struggle with the effective use of theoretical knowledge and how to use their teacher educators or others during their internship. As a consequence, student teachers lack efficiency in their classroom management learning process. In the present study, we present the development and implementation of an intervention with the ambition to add more focus and direction to student teachers’ classroom management learning by offering them activities they can use in their interpersonal learning process. Participation in this intervention was voluntary for student teachers. The intervention consisted of three activities: lesson observations, planned conversations and unplanned conversations. The results show that student teachers mainly use a combination of unplanned conversations and lesson observations to promote their learning, and that the intervention is helpful for student teachers to structure their learning process. The main conclusion of this study is that the intervention was effective for student teachers and it had impact on developing their knowledge and beliefs/attitudes, and differences in their interpersonal behaviour. However, the student teachers perceived no differences in their pupils’ behaviour in the classroom.

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Section: Abstract Workplace Learning Classroom Management; Teacher Ed...mentioning

confidence: 98%

The Effects Of An Intervention In Student Teachers’ Classroom Management Learning Processes

Adams,

Koster,

Den Brok

2024

Pedagog. Stud.

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“…Interesting enough, American academia typically mentions all three components of educational process: teaching, learning, and mentoring in isolation from one another. Some research emphasizes significance of teaching practices seemingly disconnected from students' learning and from mentoring them (Hammerness and Kennedy, 2019). Other research will be covering student's learning mechanisms and assessing their content memorization but will be overlooking instructor's mode of academic (teaching) and personal (mentoring, nurturing, guiding) involvement (Ames & Archer, 1988;Huang et al, 2019).…”

Section: Correlation Of Obucheniye and Vospitaniye With Zpdmentioning

confidence: 99%

A Unity of Obucheniye and Vospitaniye: An Unexplored Unity in Vygotskian Zone of Proximal Development

Mylnikova¹

2022

PSSR

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The most acknowledged throughout practical and theoretical educational settings across the globe, the concept of Zone of Proximal Development (ZPD) suggested by the Russian psychologist Lev Vygotsky, is not typically recognized for its individual integral components. As Russian educational practices suggest, for an educator to prompt their students' comprehensive and pragmatical mastery of the studied content, an educational process has to include obucheniye and vospitaniye . Obucheniye and vospitaniye are interpermeating processes, quintessential to any guided teaching-learning. As a result, it is through their joint impact that a student is able to comprehensively develop, master the studied content, and develop situationally adequate proficiency of a skill or discipline. The goal of this paper is to introduce international academic community to both concepts integral to any Vygotskian teaching on education and development. These concepts can be traced in the original (Russian) used in alternation and consequently, are often mistranslated or overgeneralized in English impacting the overall understanding of Vygotskian theories. Additionally, this article advocates for the beneficial joint effect of obucheniye and vospitaniye synthesis in the process of mentor's guided interference into the student's Zone of Proximal Development.

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“…Field experiences bridge the disconnect between theory and practice (Hammerness & Kennedy, 2019). Here, candidates are exposed to a variety of instructional strategies, the engagement each draws, and the impact of assessment.…”

Section: Field-based Teacher Preparationmentioning

confidence: 99%

Third Space Creates Collaborative Environments to Develop Pre-service Teachers

Steiner

Bell

Wilcoxen

2021

MUJ

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In the fall of 2012, 11% (n=157) of clinical practice (i.e. student teaching) candidates at a metropolitan university were in jeopardy of not passing clinical practice. Public schools in the area began to voice their concerns, and placements of candidates became a challenge. As a result, the university re-envisioned the program, utilizing third space to facilitate discourse between local school districts and university faculty. The development of third space was based on program data, which led to the following shifts in the program: scaffolded coursework with increased time in the field; instructional coaching prior to clinical practice; and a system for collecting feedback to sustain partnerships. Collaboration between P-12 schools and the university was essential in preparing candidates to connect theory and apply it in practice. By spring 2016, the initiatives implemented led to a 12% decrease of candidates in jeopardy of not passing clinical practice. As the teacher preparation program continues to grow, one of the biggest challenges is continuing to build and sustain new partnerships. The authors provide a framework for how programs could adapt some of these initiatives to develop and sustain university and school partnerships.

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Teaching Practices Grounded in Foundational Knowledge, Visions, and Contexts

Cited by 15 publications

References 23 publications

The Effects Of An Intervention In Student Teachers’ Classroom Management Learning Processes

The Effects Of An Intervention In Student Teachers’ Classroom Management Learning Processes

A Unity of Obucheniye and Vospitaniye: An Unexplored Unity in Vygotskian Zone of Proximal Development

Third Space Creates Collaborative Environments to Develop Pre-service Teachers

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