Description
TitleLearning to enact effective interactions in a practice-based course
Date Created2019
Other Date2019-10 (degree)
Extent1 online resource (iii, 132 pages) : illustrations
DescriptionTeaching has been labeled as “complex, unnatural, intricate and problematic” (Ball & Forzani, 2009, p.501). Observing teachers, and reading or studying about teaching, is not enough to develop the body of knowledge and skills required to teach. It requires carefully designed learning opportunities that support pre-service teachers (PST) in deliberately and purposefully engaging with the practices of teaching (Grossman, Hammerness & McDonald, 2009).
This dissertation examines what happens when a course designed using practice-based teaching approaches, namely the Framework for teaching practice (Grossman, 2011), the Learning cycle to enact core practices (McDonald, Kazemi & Kavanagh, 2013) the Classroom Assessment Scoring System (CLASS; Pianta, LaParo & Hamre, 2008), and a sequence of practice-based learning activities using video-analysis and rehearsals, is implemented. I examined the implementation and outcomes of this course by analyzing course documents, observations and field notes, CLASS™ ratings, focus group and my researcher journal. Study findings include details about gains in PSTs’ knowledge and skills related to effective interactions, particularly Emotional Support and Classroom Organization interactions, and challenges with Instructional support interactions. I also detail my instructional interactions with the ECE-PSTs in the course, to reflect on my enactment of practice-based pedagogy.
I present my findings in a portfolio that includes three artifacts: 1) a research article for publication in a scholarly journal for early childhood teacher educators; 2) an article for publication in a practitioner journal; and 3) a conference presentation on implications for practice based program design. The study will help my readers understand and use new ways of organizing practice-based learning opportunities in early childhood teacher preparation programs, while also providing guidance for much-needed research.
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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