Pre-Service Teachers' Use of Tools to Systematically Analyze Teaching and Learning

Autor/inn/en	Chung, Huy Q.; van Es, Elizabeth A.
Titel	Pre-Service Teachers' Use of Tools to Systematically Analyze Teaching and Learning
Quelle	In: Teachers and Teaching: Theory and Practice, 20 (2014) 2, S.113-135 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2013.848567
Schlagwörter	Preservice Teachers; Video Technology; Academic Achievement; Teacher Effectiveness; Education Courses; Scaffolding (Teaching Technique); Correlation; Qualitative Research; Teacher Evaluation; Preservice Teacher Education; Reflection; English Instruction; Portfolio Assessment; Portfolios (Background Materials); Educational Objectives; Goal Orientation; Student Evaluation; Observation; Teaching Methods; Teacher Improvement; California + Suchen Sie Ihr Suchwort? Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fortbildungskurs; Korrelation; Qualitative Forschung; Teacher appraisal; Lehrerbeurteilung; Lehramtsstudiengang; Lehrerausbildung; English langauage lessons; Englischunterricht; Portfoliobeurteilung; Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; Schulnote; Studentische Bewertung; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	Learning to systematically analyze the relationship between teaching and student learning is an important but difficult skill to engender in teachers. In this study, we examine how pre-service teachers who were introduced to a framework for analyzing teaching in a video-based teacher education course drew on this tool to analyze their own practice after the conclusion of the course. We conceptualize the framework as a conceptual tool that scaffolds pre-service teachers to learn to attend to particular dimensions of teaching and learning and to analyze how their teaching influences student learning. Using the Portfolio Assessment for California Teachers-Teaching Event of 14 English language arts pre-service teachers, we conducted a qualitative analysis to examine the extent to which they applied this framework to analyze their own practice after the conclusion of the course, as well as different strategies they adopted as they analyzed their teaching practice. Findings suggest that pre-service teachers made progress in using the framework to study their teaching, but development of sub-skills for all four facets are needed to develop more productive analyses of teaching and student learning. This study has important implications for the design of teacher education that intends to support pre-service teachers in developing tools for learning to learn from their teaching practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10