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ERIC Number: EJ1089391
Record Type: Journal
Publication Date: 2015
Pages: 28
Abstractor: As Provided
Reference Count: 79
ISBN: N/A
ISSN: ISSN-1554-480X
Developing Pedagogical Judgment in Novice Teachers: Mediated Field Experience as a Pedagogy for Teacher Education
Horn, Ilana Seidel; Campbell, Sara Sunshine
Pedagogies: An International Journal, v10 n2 p149-176 2015
A common critique of teacher education centres on the gap between coursework and schools, with ample evidence that novice teachers seldom bring ambitious forms of instruction into classroom placements. We describe a 6-year design experiment conducted in a university teacher education program secondary mathematics methods course focused squarely on this issue. Using the framework of "hybridity," or the merging of two contexts to make a third that has elements of the originals, we developed a pedagogy we call the mediated field experience (MFE). We present our design framework and describe the MFE cycle, where novices learned a concept in course activities, followed by guided classroom observations and facilitated debriefs with partner teachers. We highlight how this pedagogy facilitated connections across coursework and classrooms through narrative cases of novices' learning. We argue that their learning provided the basis for a complex form of teacher thinking, pedagogical judgment. This article offers a proof-of-concept argument that teacher education can support novices' learning in the service of ambitious practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington