Shifting the Focus to Student Learning: Characteristics of Effective Teaching Practice As Identified by Experienced Pre-service Faculty Advisors

Nancy Maynes,Blaine Hatt

doi:10.26522/brocked.v22i1.309

Abstract

Cochrane-Smith and Power identify trends in teacher education programs with some relating to heightened teacher accountability for students’ learning. In this paper we provide a model that identifies characteristics believed to be critical elements related to a teacher’s conceptual focus shifting from an emphasis on their teaching to their students’ learning and we have grounded these characteristics in current educational research. Through focus group inquiry, we have identified those teacher characteristics thought to account for effective teaching practice. These characteristics include: a professional growth perspective, passion and enthusiasm for the content, pedagogical content knowledge, a rich instructional repertoire of strategies, awareness of assessment for, as, and of learning, ability to read the body language of the learner, caring classroom management strategies, and instructional efforts (e.g., social justice). Our research data provide a conceptual framework for further study.

Highlights

Research calls for accountability measures that emphasize the impact of teacher preparation programs and pathways on student learning outcomes (Cochran-Smith, Gleeson & Mitchell, 2010; Noell & Burns, 2006) or evidence of teacher candidate learning outcomes from their programs (Pecheone & Chung, 2006)
In the third and final stage, we will work with personnel in these jurisdictions to strengthen the vision and focus of support efforts provided along the teacher professional growth continuum to ensure a sustained and clear focus on professional growth that supports students’ learning
All participants unanimously agreed that this shift in teachers’ focus is a characteristic that reflects the teacher’s increasing professional maturity. Their participation in the focus group discussions evidenced their willingness to examine the impact of specific activities on performance and their belief in the necessity of improvements in teaching as a professional characteristic (Allen, 2004)

Summary

Objectives

Research calls for accountability measures that emphasize the impact of teacher preparation programs and pathways on student learning outcomes (Cochran-Smith, Gleeson & Mitchell, 2010; Noell & Burns, 2006) or evidence of teacher candidate learning outcomes from their programs (Pecheone & Chung, 2006). Cochrane-Smith and Power (2010) identify trends in teacher education programs, which are related to heightened teacher accountability for students’ learning. Recent research shows that the relationships between teachers and their students have many complex impacts on students (Roorda, Koomen, Spilt, & Oort, 2011); the complexity of factors that may influence students’ learning outcomes, when viewed from this perspective, renders a linear assessment of influences futile. If the teacher has the skills and dispositions to focus on student learning, we believe that the teacher’s instructional actions support improvements in student learning. To provide a background for this belief, we identified the characteristics of effective teachers as they emerged from our focus group discussions with experienced pre-service teacher faculty advisors

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Results

Conclusion