Practice-based 21st-century teacher education: Design principles for adaptive expertise

This study adds to the construct of science teacher noticing through an analysis that integrates concepts from pedagogical content knowledge (PCK) frameworks. It examines 929 instances of science t...

Science Teacher Noticing via Video Annotation: Links between Complexity and Knowledge-Based Reasoning

Abstract Background Many studies have shown that ambitious, “student centered” approaches to STEM instruction benefit K-12 student learning. However, relatively little research has systematically investigated the learning processes that support teachers to skillfully enact these challenging pedagogies. In this study, we used a mixed-methods, case-comparison design to examine one kind of teacher learning routine, Mental Simulations for Teacher Reflection (MSTR), for advancing robust teacher learning in the context of one mathematics-focused instructional coaching intervention. Specifically, this study draws from a large, state-wide representative dataset to select carefully matched, contrasting cases to analyze the quality of coach–teacher conversations for teachers who showed very similar baseline instructional quality but then large differences in levels of improvement. We began by qualitatively coding detailed transcripts from selected coach–teacher pairs as they reflected on lesson artifacts (i.e., lesson plans, student work, and coach observations) using MSTR as an analytical lens. Next, quantitative analyses were conducted to determine the extent to which mental simulations characterized significant differences in the conversations of high- vs. low-instructional growth pairs. Lastly, additional qualitative analyses explored finer-grain distinctions in the quality of mental simulation talk in high- vs. low-growth pairs. Results Quantitative analyses showed high-growth pairs were significantly more likely to engage in mental simulation talk compared to their low-growth counterparts. Moreover, the high-growth pairs were much more likely to initiate (i.e., raise an instructional ambiguity or problem for discussion) as well as complete (i.e., generate and weigh alternative instructional strategies) a MSTR routine. Qualitative analyses further revealed that engaging teachers’ in-depth pedagogical reasoning to connect specific teaching moves to conceptual learning goals in mental simulations was a key distinction of the high-growth coaches. Conclusions These findings indicate MSTR captured meaningful variation in coaching quality in this context. Notably, all coaches discussed the same instructional topics with teachers (i.e., teaching–learning goals and dimensions) and engaged in the same training that did not explicitly include MSTR, suggesting the possibility that MSTR captured a more implicit process of effective coaches. This study thus offers insight into the ‘black box’ of teacher learning and how it can be supported in similar professional learning contexts. 

https://stemeducationjournal.springeropen.com/counter/pdf/10.1186/s40594-023-00401-2

Mental simulations to facilitate teacher learning of ambitious mathematics instruction in coaching interactions

Micro-teaching as a pedagogical approach is practiced in many higher education programmes focused on building knowledge, understanding, skills and attitudes that can be applied in a professional setting. The previous literature attests to the usefulness of micro-teaching experiences in supporting the development of the beginning professional. This paper describes the design and implementation of a micro-teaching programme in one teacher preparation programme with a dual focus on core practices and Approximation of Practice (AoP). AoPs, in this instance, are defined as opportunities to engage in core practices that are proximal to the practices of a particular profession. The paper begins by exploring practice-based education, focusing on core practices and approximations of practice. Micro-teaching as a pedagogical approach is briefly introduced before describing the design and implementation of a specific enactment of pedagogy, a micro-teaching programme using core practices and AoPs. Opportunities and challenges of designing and implementing the micro-teaching programme are discussed and problematised. Finally, some practice considerations are offered to the broader higher education audience regarding the use of AoPs in higher education in the preparation of beginning professionals. 

Developing Micro-Teaching with a Focus on Core Practices: The Use of Approximations of Practice

Abstract Attending to relevant information in complex classroom situations can be a challenging task for pre-service teachers which is why teacher education programs often use authentic classroom videos to scaffold pre-service teachers’ professional vision. However, to date, it remains unclear which instructions can guide pre-service teachers’ attention toward classroom management situations to promote the early development of teacher professional vision. This mixed-methods study ( n = 85 pre-service teachers) compared effects of (a) a specific task instruction before watching a classroom video and (b) prompts during the classroom video on noticing—indicated by the number, velocity, and relevance of identified classroom management situations. Controlling for mental effort and pedagogical-psychological knowledge, t -Tests showed both types of instruction to have a similar attention-guiding effect. Qualitative analyses of retrospective interviews revealed that pre-service teachers identified verbal reactive classroom management strategies more easily than nonverbal strategies when observing experienced teachers in the classroom videos. We discuss specific task instructions as an economic alternative to the use of prompts in video-based teacher education and—based on our qualitative findings—provide directions for future research. 

pdf/comparing-the-effects-of-a-specific-task-instruction-and-1yzfg5zec3fe.pdf

Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations

What if … ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs

Abstract Teachers’ noticing of students’ mathematical thinking plays an important role in supporting student learning. Yet little is known about how online professional development (PD)—a growing setting for PD in the USA—can cultivate this noticing. Here, we explore the potential of using two online tools for engaging video to support K-2 teachers’ noticing of students’ mathematical thinking in the context of a six-week online video-based PD program. While participating in the program, teachers used a commenting tool that allowed them to view video in its entirety and write a summary note, as well as a tagging tool that allowed them to mark moments of video while viewing and associate notes with those moments. We found that teachers’ regular use of the tagging tool promoted their increased noticing of students’ mathematical thinking in video. Further, the tagging tool and commenting tool appeared to function in complementary ways to support teachers’ noticing. These findings contribute to the field’s growing understanding of how technological advances can support the development and study of mathematics teacher noticing, with implications for the design of online teacher learning environments. 

/pdf/tools-for-supporting-teacher-noticing-about-classroom-video-2d4nztw9.pdf

Tools for supporting teacher noticing about classroom video in online professional development

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What if … ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs

Tools for supporting teacher noticing about classroom video in online professional development