Description
TitleModeling effective instruction in the teacher education classroom
Date Created2019
Other Date2019-05 (degree)
Extent1 online resource (viii, 149 pages)
DescriptionThis study explores teacher educators’ beliefs and practices related to the modeling of effective instruction in the pre-service classroom. Previous research has shown that when teacher educators model effective instructional practice, there are positive learning outcomes for pre-service teachers and for teacher educators (Daniel, 2011; DeLuca, Chavez, Bellara, & Cao, 2013; Hogg & Yates, 2013; Ritter, 2012; White, 2011). Yet the literature on teacher educator modeling is sparse, especially in foundations courses. While limited, the extant research indicates that teacher educators do not model as explicitly or as widely as scholars recommend (Lunenberg, Korthagen, & Swennen, 2007; Ritter, 2012; Ruys, Defruyt, Rots, & Aelterman, 2013; Santangelo & Tomlinson, 2012). To explore teacher educator modeling, this multi-case study included two class observations, a pre-observation interview, and a post-observation interview with four instructors who teach required foundations courses in the Rutgers Graduate School of Education (GSE) teacher preparation program. Interview data indicate that the instructors believe that teacher educator modeling is an important aspect of pre-service learning, and observational data suggest that the instructors regularly engage in implicit modeling of effective instructional practice. However, explicit modeling types, which the literature indicates are most beneficial for pre-service learners (Grossman, 2018), were underutilized. The data also suggest that there is a relationship between instructors’ beliefs about teacher educator modeling and the types of modeling that they enact. The instructors who believe that teacher educator modeling involves modeling instructional practices and pedagogical thinking were the most likely to model explicitly, whereas the instructors who believe that teacher educator modeling involves modeling attitudes and beliefs were more likely to model implicitly. These findings have implications for the GSE and, more broadly, for education preparation providers wishing to enhance both teacher education pedagogy and pre-service teacher learning.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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