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ERIC Number: EJ1043876
Record Type: Journal
Publication Date: 2014-Oct
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1527-9316
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.
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A