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ERIC Number: EJ832693
Record Type: Journal
Publication Date: 2009-Mar
Pages: 24
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1052-0147
Developing Understanding of Research-Based Pedagogy with Preservice Teachers: An Instrumental Case Study
Laframboise, Kathryn L.; Shea, Kim
Qualitative Report, v14 n1 p105-128 Mar 2009
Preservice teachers have difficulty incorporating research-based instructional strategies and often revert to those observed during their own school years. This study describes how preservice teachers used a framework of planning, implementation, feedback, and reflection to try research-based teaching practices from their methods courses and examine their notions of effective pedagogy. This instrumental case study of 50 preservice teachers in a two-day-per-week field experience includes intensive interviews of six selected students. Findings include kinds of support reported as helpful in implementing new instructional strategies, difficulties experienced in the implementation of strategies, and new understandings of effective teaching during use of the framework. Participants used the framework to identify and examine preconceived notions of effective pedagogy, but also revealed some unplanned learnings.
Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33317. Tel: 954-262-5389; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A