Investigating Differences in Teacher Practices through a Complexity Theory Lens: The Influence of Teacher Education

Autor/inn/en	Martin, Susan D.; Dismuke, Sherry
Titel	Investigating Differences in Teacher Practices through a Complexity Theory Lens: The Influence of Teacher Education
Quelle	In: Journal of Teacher Education, 69 (2018) 1, S.22-39 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487117702573
Schlagwörter	Teaching Methods; Models; Mixed Methods Research; Teacher Education Programs; Preservice Teachers; Preservice Teacher Education; Elementary School Teachers; Writing (Composition); Writing Instruction; Writing Teachers; Faculty Development; Inservice Teacher Education; Questionnaires; Interviews; Observation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schreibübung; Schreibunterricht; Lehrerfortbildung; Fragebogen; Interviewing; Interviewtechnik; Beobachtung
Abstract	How to prepare teachers to be effective in our nations' classrooms seems to get increasingly complex, yet the links between teacher education and teachers' eventual practices are little understood. Using complexity theory as a theoretical framework, this mixed-methods study investigated writing teacher practices of 23 elementary teachers. Twelve teachers had participated in a comprehensive course focused on writing, either at inservice or preservice levels. The other teachers had not taken any course focused on writing and had little to no writing professional development. Despite the small number of participants in our study, quantitative analysis demonstrated significant differences on multiple, effective practice indicators. These findings were borne out in qualitative analyses as well. Clear connections of teachers' practices and understandings and the course were noted. These findings contribute to understandings of the ways in which teacher education coursework makes a difference in optimizing candidate learning and reducing the variability across teacher practices and subsequent student learning opportunities. Findings suggest implications for policy makers, teacher education programs, as well as for teacher educators and researchers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01