(De)constructing Student Engagement for Pre-Service Teacher Learning

Autor/inn/en	Beasley, Jennifer G.; Gist, Conra D.; Imbeau, Marcia B.
Titel	(De)constructing Student Engagement for Pre-Service Teacher Learning
Quelle	In: Issues in Teacher Education, 22 (2014) 2, S.175-188 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Student Participation; Educational Practices; Role Perception; Educational Resources; Student Teacher Attitudes; Observation; Masters Programs; Program Descriptions; Lesson Plans; Change Strategies; Educational Change; Educational Strategies; Cognitive Ability; Cognitive Development; Teaching Methods; Pedagogical Content Knowledge; Teaching Skills + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bildungspraxis; Role conception; Rollenverständnis; Bildungsmittel; Beobachtung; Magister course; Magisterstudiengang; Lesson planning; Unterrichtsplanung; Lösungsstrategie; Bildungsreform; Lehrstrategie; Denkfähigkeit; Kognitive Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Learning to teach is a complex intellectual and adaptive performance act. Student engagement is the cornerstone of effective instruction. Current education reform policies, such as Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) and Teacher Effectiveness (Rothstein & Mathis, 2013) prioritize the importance of educators developing K-12 students' intellectual capacities through cognitively engaging tasks. To prepare effective teachers, teacher educators must foster pre-service teachers' abilities to cognitively engage students and increase students' academic achievement. In this article, the authors highlight the importance of student engagement by describing promising practices in one teacher education program: (1) clearly identifying the role that student engagement plays in the classroom; (2) creating structures for teacher educators to observe and support student engagement; and (3) exploring what student engagement looks like from a pre-service teacher's perspective. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01