Teacher Preparation
Microteaching as Formative Assessment for Pre-Service Teachers
Paper Presentation in a Themed Session Shane Cavanaugh, Kristina Rouech
The purpose of this research was to examine the effectiveness of using microteaching as a formative assessment for pre-service teachers in student teaching seminars. Qualitative evidence included analysis of approximately 100 students’ written reflections and instructors’ observations. Microteaching is a tool for teacher training used with pre and in-service teachers as a way to examine their teaching practice. Studies have found microteaching to be a high impact teaching practice in terms of student achievement. Typically, it involves teaching a portion of a lesson with a particular focus on a pre-determined teaching skill (i.e. leading discussions), video recording a portion of the lesson, and reviewing short clips with a group of peers and/or experts for analysis and reflection. By using microteaching videos with self and peer-review, student teachers can actually see what is happening rather than reflecting on what they thought happened. For this reason, our university has begun using microteaching in all student teaching seminars as a formative assessment - students analyze aspects of their teaching, reflect on their progress, and make plans for improvement. This study found that using facilitated video microteaching is an effective way to encourage student teachers to critically reflect on their emerging teacher practice.
Preparing Tomorrow's Teachers Today: Designing Teacher Education for Learning and Impact
Paper Presentation in a Themed Session Teresa Angelico, Larissa Mc Lean Davies, Lorraine Graham, Elizabeth Mckinley
In a rapidly changing and increasingly complex global era there is a need to rethink established teacher education programs and reframe decision-making and practice. This presentation reports on the introduction of an Australian university led ITE program, designed to better prepare pre service teachers to work in diverse and ever-changing educational environments. To that end, the clinical approach to teacher education was established to enable ITE students to build their capacity to teach for growth for all students using an inclusive, developmental, strengths-based approach that utilises deep learning. The clinical approach to teaching requires ITE students to deliver quality teaching and ensure equitable outcomes for all students. It supports them to develop 21st century eLearning skills, to reflect critically on the ways in which educational theory and research informs teaching practice and to demonstrate 21st century skills. The clinical approach to teaching therefore provides the overall theoretical framework for the design, delivery and evaluation of the university led ITE program. It takes an evidence based approach to curriculum, pedagogy and assessment; delivers through partnerships with early childhood education providers and schools; and focuses on assessing teacher performance. A research project has been established to determine the impact and effectiveness of the program.
Social Capital through Teacher Preparation: A Case from the Northwestern United States
Paper Presentation in a Themed Session Anita Bright, Kimberly Ilosvay
Despite public pressure for neoliberal approaches to teacher preparation, there remains an urgent and growing need for educators to be prepared to challenge the status quo and work to dismantle instantiated structures that are oppressive and/or marginalizing to students and families of color. To this end, this case examines an assignment for teacher candidates in the Pacific NW of the US intended to interrupt the current obsession with pragmatism and build a community of educators as informed intellectuals and activists.
