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ERIC Number: EJ1053487
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: EISSN-1947-9727
Learning Progressions in Instructional Design: Expectations and Practice of Scientists Becoming Teachers in the Preservice and First-Year Settings
Peters-Burton, Erin
Journal of the National Association for Alternative Certification, v7 n2 p18-33 Fall 2012
The purpose of this study was to ascertain the ways former professional scientists who are learning to become teachers understand the planning and implementation of instructional design 1) while they are in a university program learning to become teachers and 2) during their first year of full-time teaching in a secondary classroom. The study used a grounded theory approach and was informed by multiple classroom observations, lesson planning artifacts, and interviews. It was found that during their methods class the teacher candidates employed both student-centered and backwards design principles. However, once the teacher candidates started teaching full-time, they no longer designed instruction and instead adopted lesson plans from veteran teachers, adapting only small parts to become more student-centered.
National Association for Alternative Certification. PO Box 5750, Washington, DC 20016. Tel: 202-277-3600; Fax: 202-403-3545; e-mail: info@alternativecertification.org; Web site: http://www.alternativecertification.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A