Literaturnachweis - Detailanzeige
| Autor/inn/en | Sandoval, Carlos, Jr.; van Es, Elizabeth A.; Campbell, Shanyce L.; Santagata, Rossella |
|---|---|
| Titel | Creating Coherence in Teacher Preparation: Examining Teacher Candidates' Conceptualizations and Practices for Equity |
| Quelle | In: Teacher Education Quarterly, 47 (2020) 4, S.8-32 (25 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-5328 |
| Schlagwörter | Preservice Teacher Education; Preservice Teachers; Student Attitudes; Equal Education; Theory Practice Relationship; Mathematics Instruction; Teacher Education Programs; Program Design; Performance Based Assessment; Educational Practices; California; edTPA (Teacher Performance Assessment) |
| Abstract | This study aims to examine coherence in a teacher preparation program relative to equity. Using performance assessments and artifacts from coursework, we explore how candidates define equity, what equitable practices they enact in their field placements, and whether a relationship exists between their conceptualizations and their practice. We found that candidates' conceptualizations of equity were characterized by five categories; however, their conceptualizations were varied and wide ranging. Findings also show that candidates emphasized attention to student thinking in their teaching, a practice often described in frameworks for ambitious mathematics teaching. Lastly, we found little evidence of consistency between candidates' conceptualizations and their instructional practices. The findings suggest a need to examine the coherence among various features of the teacher education program design and the experiences offered to candidates in these programs. (As Provided). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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