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ERIC Number: ED475355
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 46
Abstractor: N/A
Reference Count: N/A
Looking for Learning in Practice: Examining the Teaching Practices of STEP Graduates.
Hammerness, Karen
The Stanford Teacher Education Program (STEP) is a standards-based program that embeds opportunities to learn key ideas and understandings in learning to teach. This study investigated whether the teaching practice of STEP graduates reflects the STEP vision of good teaching. Participants were 10 STEP graduates from the classes of 1999 and 2000, chosen to reflect, roughly, the gender and cultural backgrounds of the larger STEP population. Data came from four sources: repeated interviews with the participants, classroom observation, unit and lesson plans, and samples of work by students. The analysis suggests that one can trace elements of the STEP vision (concern for student learning, commitment to equity, content pedagogical strategies, capacity to reflect, and commitment to change,) in STEP teachers' opportunities to learn and through STEP graduates' practices. Data also suggest that this finding is consistent across subject matters. Evidence was stronger for some elements of the STEP vision than others. In particular, evidence of concern for student learning and of use of content pedagogical strategies were apparent and frequent in STEP teachers' classrooms. An appendix contains a table of data sources. (Contains 1 table and 30 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A