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ERIC Number: EJ1043876
Record Type: Journal
Publication Date: 2014-Oct
Abstractor: As Provided
Bridging Theory to Practice with Classroom Rounds
Bowman, Connie L.; Herrelko, Janet M.
Journal of the Scholarship of Teaching and Learning, v14 n4 p51-66 Oct 2014
Pre-service candidates' perceptions of how to teach were challenged after going through the process of Classroom Rounds, the process that was used in this study. Classroom Rounds consisted of a pre-conference meeting with an inservice teacher, followed by a classroom observation of that teacher, and finally a discussion focusing on proven evidence-based practices. The pre-service candidates had the opportunity to share their observational data and beliefs about teaching with that experienced classroom teacher, and then they learned the practical context of research-based pedagogical practices in a classroom setting. Rounds, in combination with clinical experience, extended the pre-service candidates' awareness of research-based practices, conveyed the importance of these practices, and showed specific techniques for implementing these practices in their classrooms. The positive impact these observed practices had on the pre-service candidates' classroom procedures were later revealed in surveys that they completed after their student teaching.
Descriptors: Preservice Teachers, Theory Practice Relationship, Educational Practices, Observation, Models, Field Studies, Urban Schools, Ethnography, Secondary School Teachers, Mathematics Teachers, English Teachers
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: firstname.lastname@example.org; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A