Education Commons^™

Promising Practices For Supervisors Of Teacher Candidates Enrolled In Yearlong, Co-Taught Clinical Experiences, Toni Strieker, Daphne Hubbard, Megan Adams, Neporcha Cone

Georgia Educational Research Association Conference

Promising Practices for Supervisors of Teacher Candidates Enrolled in

Yearlong, Co-taught Clinical Experiences

Abstract

This self-study examined the pedagogical practices of university supervisors who supervised teacher candidates, enrolled in yearlong, co-taught, P-12, clinical experiences. Supervisory practices were situated in a collegial, reflective and developmental model of supervision. The participant sample included 41 teacher candidates, along with 41 of their collaborating teachers and 15 field supervisors who supervised four to six candidates throughout the yearlong experience. Our findings indicate that we, along with our collegial supervisors, used collaborative and non-directive approaches to structure the dialogue with our teacher candidates and the …

The Study Of Pre-Service Teachers Participating In Candidate Learning Communities: A Mixed Methods Study, Barbara Sunderman

Department of Educational Administration: Dissertations, Theses, and Student Research

The purpose of this study was to examine the perceptions of instructional skill and professional dispositions of pre-service teacher education candidates’ understanding of their own teaching skills. The research examined perceptions before and after the clinical experience while participating in a Candidate Learning Community. In this mixed-methods study, perceptions were quantitatively measured with a pre-survey and a post survey of 17 participants and qualitatively described by 11 participants in follow up interviews; each intensely studied teaching skill and professional pedagogy in coursework and cooperative classrooms.

The research revealed significant increase in personal perception of teaching skills and dispositions during the …

Strengthening Pre-Service Teachers’ Mathematical Content Knowledge, Gregory Hine

Education Papers and Journal Articles

Over the past two decades there has been a growing body of literature concerning the preparation of pre-service mathematics teachers. Research efforts have focused principally on approaches conducted by tertiary educators to adequately prepare pre-service teachers (PST) for the mathematics classroom. In particular, such efforts have emphasised the importance of pedagogical content knowledge (PCK) (Beswick & Goos 2012; Shulman 1986; Shulman 1987) and mathematical content knowledge (MCK) (Meany & Lange 2012; Ponte & Chapman, 2008) in teacher preparation programs. Specifically, researchers have reported on ways to best support preservice primary and secondary teachers’ PCK (Aguirre, del Rosario Zavala & Katanyoutanant …