Pre-Service Teachers' Impact on Student Learning: Planning, Teaching, and Assessing during Professional Practice

Autor/inn/en	Cavanagh, Michael; Barr, Jennifer; Moloney, Robyn; Lane, Rod; Hay, Iain; Chu, Hye-Eun
Titel	Pre-Service Teachers' Impact on Student Learning: Planning, Teaching, and Assessing during Professional Practice
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 2, S.66-81, Artikel 5 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teachers; Academic Achievement; Foreign Countries; Preservice Teacher Education; Teacher Education Programs; Teaching Methods; Program Effectiveness; Lesson Plans; Australia + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Australien
Abstract	This paper reports a pilot study to investigate four preservice teachers' reports of their impact on student learning while they completed a four-week professional experience block. We used Hiebert, Morris, Berk, and Jansen's (2007) framework for teacher preparation to analyse the how the participants planned, assessed and reflected on a lesson sequence. Data collected were the preservice teachers' learning diary entries completed during the four-week block and an online questionnaire and interview completed at the end of the teaching block. Results indicate that the pre-service teachers struggled to identify clear learning goals for students which adversely impacted their ability to plan their lessons and assess students' learning. Implications for teacher education programs are discussed. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01