Education Commons^™

The Bellringer Sequence: Investigating What And How Preservice Mathematics Teachers Learn Through Pedagogies Of Enactment, Mary A. Ochieng

Dissertations

This study examines preservice teacher learning through pedagogies of enactment—approaches to teacher education that allow preservice teachers to learn by doing what teachers do. Preservice teacher (PST) learning is examined through the implementation of the Bellringer Sequence (BRS), a pedagogy of enactment conceptualized in the study. The BRS is centered around bellringers—brief mathematical tasks implemented as students arrive for class. The BRS is a sequence of four activities centered on a bellringer: preparation (for teaching a bellringer) implementation (of the bellringer with peers), debriefing (discussing the implementation as colleagues), and written reflection (about the effectiveness of the bellringer).

Practice-based approaches …

Does Seeing Matter? Exploring Pre-Service Teachers’ Use Of Self-Video As A Tool For Self-Reflection In The Study Of Their Own Practice, Lynn Navin

Dissertations

The use of video for teacher learning is a useful tool to support reflection and self-analysis. Video records have been successful in supporting teachers in learning to notice student thinking, a strong component in instructional expertise. The use of video provides permanent records of classroom lessons that can be viewed repeatedly (Sherin, 2001, 2007; van Es & Sherin, 2002, 2008.) It allows deep engagement and collaborative learning. Including the use of video in teacher preparation courses has successfully contributed to increasing pre-service teachers’ attending and analyzing skills, necessary components of professional vision, (Santagata & Guarani, 2011; Stürmer, Könings, & Seidel, …

Impacts Of Cohort Membership On Teacher Candidates In An Alternative Certification Program, Katherine Eaton

Dissertations

Post baccalaureate teacher education programs are an effective way to increase the teaching pool with candidates who are content experts (Beijaard et al. 2004; Brantlinger, A., & Smith, B., 2013; Zeichner, K. M., & Schulte, A. K., 2001; Schultz, K., & Ravitch, S. M. 2013; Humphrey et al., 2008). Many of these programs utilize a cohort model design where students progress through the program together as a group (Maher, M. A. 2005; Jorissen, K. T., 2002; Ross et al., 2006; Mandzuk, D. et al., 2005). In his book, Deep Knowledge (2013), Larkin describes the complex nature of preparing candidates for …