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Modeling effective instruction in the teacher education classroom
Descriptive
TitleInfo
Title
Modeling effective instruction in the teacher education classroom
Name
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Warren
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Ashley
NamePart
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1988-
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Ashley Warren
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author
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Belzer
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Alisa
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Alisa Belzer
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Advisory Committee
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chair
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Hyland
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Nora
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Nora Hyland
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Advisory Committee
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internal member
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(type = family)
Gosselin
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Colette
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Colette Gosselin
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Advisory Committee
Role
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outside member
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Rutgers University
Role
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degree grantor
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Graduate School of Education
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school
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Text
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theses
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2019
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(type = degree)
2019-05
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2019
Language
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English
Abstract
This 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.
Subject
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Topic
Teacher education
Subject
(authority = RUETD)
Topic
Teacher Leadership
Subject
(authority = ETD-LCSH)
Topic
Teachers -- Training of
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD_9862
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application/pdf
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text/xml
Extent
1 online resource (viii, 149 pages)
Note
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Ed.D.
Note
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Includes bibliographical references
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/t3-bwam-z677
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Warren
GivenName
Ashley
Role
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RightsEvent
Type
Permission or license
DateTime
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2019-04-13 12:46:52
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Name
Ashley Warren
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Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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2019-04-17T02:06:28
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2019-04-17T02:06:28
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