Teaching Methods Course Research Articles

Teaching social research methods after the critical turn: challenges and benefits of a constructivist pedagogy

An increasing challenge for teaching methods courses in the social sciences is the ‘critical turn’, which has encouraged some students to adopt an anti-empirical orientation. We present a case study of a compulsory undergraduate methods course in a political science department strongly influenced by post-structuralist philosophies. The first author redesigned the course to implement four constructivist pedagogical principles: (1) develop a full understanding of students’ pre-existing perceptions of political science research methods; (2) encourage students to see methodology as an inevitably contested field; (3) provide space for students to choose a methodological approach that best aligns with their personal stance on knowledge; and (4) encourage students to view research as an ongoing ‘conversation’. We critically reflect on the implementation of these constructivist pedagogical strategies and argue they improve students’ critical engagement with course material, increase linkages between methods teaching and other disciplinary subject matter, and accommodate diverse student perspectives and needs.

A Collaborative Disability Studies-based Undergraduate Art Project at Two Universities

In this manuscript, we discuss research findings from a collaborative visual arts curricular unit on ableism, which we implemented in non-Disability Studies undergraduate courses at two universities during the 2012-2013 academic year. Our project builds on previous research in which we (Derby, 2015, in press; Karr & Weida, 2013) began adding Disability Studies arts pedagogy to our undergraduate coursework. For this project, we developed a shared unit, which we implemented in a general freshman seminar course, an introductory art teaching methods course, and an upper level art education course on applied technology. Utilizing a pedagogy of transformation, we engaged students with shared resources, including lectures, readings, and videos on Disability Studies and ableism; the project culminated with each student producing and exhibiting both an artwork and an artist's statement. After reviewing the literature and describing the project and research methods, we provide a nuanced discussion of the data, especially the artwork. The data indicate that our students, who were previously unexposed to ableism, conceptualized ableism at least on an elementary level, with many students demonstrating advanced conceptualization of ableism in one or more of three categories. Our findings suggest that integrating Disability Studies into non-Disability Studies curricula on a small scale can be useful, but that results are limited by the complexities of disability. The success of the project indicates that incorporating Disability Studies into standard curricula through a pedagogy of transformation can reach typical college students who are unfamiliar with Disability Studies concepts.

The Map of True Places: Moving Onward in Artist-Teacher Preparation

Abstract How might we move onward in art teacher education toward a more fluid sense of possibility in preparing teachers for careers in schools, community arts settings, and beyond-- into livelihoods and vocations we have yet to imagine? This paper contemplates such a question by dwelling in the pages of a visual verbal journal kept by a pre-service artistteacher during an introductory art education methods course. The author, an art teacher educator, follows a curatorial impulse, thus creating a series of rhizomatic maps. Through this arts-based methodological approach, these maps generate an assemblage of true places, or lines of resonance and connection educators create between themselves and their anticipated vocation. These mappings seek to invite others to wonder how the journal keeper’s insights and reflections might offer new directions and possibilities for art teacher preparation.

Rethinking Field Observations: Strengthening Teacher Education Through INFORM

This article introduces the Instructional Field Observation Rounds Model (INFORM), drawn from the medical profession where resident interns make rounds with experienced physicians, as an alternative approach for conducting classroom observations in pre-service teacher education methods courses. INFORM centers on structured group observations in P-12 classrooms, followed by interactive debriefing between methods students, their instructor, and observed classroom teachers. This shift from traditional field observations contributes in addressing the call for transformational change in teacher education with explicit connections between theory and practice (Zeichner, 2010a). We argue that INFORM allows pre-service teachers to focus more intently on improving content-specific teaching practices through a unique community of practice.

Exploratory Practice in the FL Teaching Methods Course: A Case Study of Three Graduate Student Instructors’ Experiences

The foreign language (FL) teaching “methods” course—which serves an increasingly diverse population of graduate students with varied teaching and learning experiences, professional goals, and developmental trajectories (Allen & Negueruela-Azarola, 2010)— is often the only dedicated space for graduate student instructors (GSIs) to develop integrated theoretical and practical knowledge about collegiate language learning and teaching (Bourns & Melin, 2014). This article describes how the reflective teaching framework of exploratory practice (EP) (Allwright 2003, 2005) was used in a combined German/Spanish FL teaching methods course at a large state university in the U.S. in order to foster ongoing reflective teaching practice and provide learning opportunities for GSIs with different experiences and training. Through qualitative analysis of three learning teachers’ written reflections, the study shows how graduate students worked with EP to understand their own classrooms and teaching programs in personally-meaningful and developmentally-appropriate ways. Analysis of the GSIs’ reported learning outcomes and their ability to follow EP’s seven guiding principles in their journals reveals key differences between the novice and more experienced GSIs, suggesting it may take time for those new to teaching to understand and fully integrate the principles into their reflective practice. Implications for methods coursework are discussed.

Comparing the Effects of Classroom Audio-Recording and Video-Recording on Preservice Teachers' Reflection of Practice

This study examined the effects of audio and video self-recording on preservice teachers' written reflections. Participants (n = 201) came from a secondary teaching methods course and its school-based (clinical) fieldwork. The audio group (nA = 106) used audio recorders to monitor their teaching in fieldwork placements; the video group (nV = 95) used video recorders. Qualitative methods (content analysis) of the reflections found that preservice teachers gave varied attention to curricular decisions, question/response patterns, wait time, mannerisms, nervousness, and use of praise. Quantitative analyses (chi-square tests for independence) indicate the recording format did not lead to significant differences in participants' reflection on their various instructional behaviors except for two aspects: the video group gave more attention to non-verbal behaviors and movement around the classroom (α = .05). Implications are discussed, including methods for enhancing the habit of teachers recording and reflecting in teacher education.

A national assessment of colleges and university school health education methods courses.

Across the United States, school health education programs provide a wide variety of knowledge and skills to their students. There are currently no guidelines for school health methods courses. Using a 2-wave mailing followed by a third wave e-mail reminder, a final population of 226 university school health methods instructors at school health preparation programs were surveyed. A total of 138 completed surveys (61%) were returned. The topics taught in school health education methods courses emphasized the most included aligning objectives, instruction, and assessment (79%); development of lesson plans (73%); teaching methods that engage learners (72%); and application of the National Health Education Standards and performance indicators (69%). The content taught and how the instructors assessed their students differed statistically by 1 or more of the following: whether they had a health education degree, had experience teaching in the public schools, and if their program was accredited. This study provides information regarding what school health methods instructors across the United States are teaching in their classes. Using this information as a baseline can serve as a guide for preservice faculty teaching a school health methods course.

The use of mentors and partnerships in a preparing future faculty program at a Health Sciences Center

IntroductionPreparing Future Faculty (PFF) is a national effort to give graduate students opportunities to receive mentorship in teaching and academic careers. The PFF Program, founded in 2005, expands this program to Academic Health Center (AHC) graduate students and postdoctoral fellows, such as pharmacy. The objectives (1) assessed the number/type of institution/department partnerships, as well as the unique types of content mentors added to the program since its inception, and (2) outlined the number of PFF graduates and their current career status. MethodsPFF is a two-semester interprofessional program (fall = weekly teaching methods course and spring = teaching field placements at partnering institutions). Two program mentors are utilized: (1) a teaching mentor/program director who delivers course content and evaluates teaching and (2) a content mentor who is the course coordinator/faculty at the partnering institution. ResultsThe number of partnerships has grown from 5 to 15 institutions, the number of department partnerships has grown from 1 to 11, and the number of content mentors has grown from 5 to 30 (six in pharmacy). Of note, ten of the content mentors are PFF alumni. In total, 68 PFF students have completed the program, seven graduates were from Pharmacy. The majority of the PFF graduates who have completed their degree or training have secured faculty positions; five of the seven PFF graduates in pharmacy became faculty members. DiscussionPFF is a sustainable program for graduate students and postdoctoral fellows at an AHC to learn how to teach in an academic setting.

Are Prospective Elementary School Teachers’ Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

This study aimed to contribute to the growing literature on learning approaches and teacher self-efficacy beliefs by examining associations between prospective elementary school teachers’ learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two prospective elementary school teachers for grades 1–4 participated in this study at the school of education at a university in Turkey. Findings showed that the deep learning approach in a social studies teaching methods course was a significant and positive contributor to future teachers’ social studies teaching efficacy beliefs. The findings highlight the importance of stimulating deep learning approaches to improve teaching efficacy.

Assisting Preservice Teachers Toward More Motivationally Supportive Instruction

The purpose of this study was to examine the influence of an intervention grounded in Self-Determination Theory on preservice teachers’ instructional behaviors and the motivational responses of their students. A total of 62 preservice physical education teachers enrolled in a secondary physical education content and methods course were randomly assigned to either a treatment (n = 31) or a control group (n = 31). The study employed a pretest/posttest design and data were collected through: (a) observation of preservice teachers’ instruction, (b) a survey measuring preservice teachers’ perceptions of their autonomy support, and (c) a survey measuring secondary students’ motivation. Data analysis used repeated-measures ANOVAs to examine differences between the groups. Results indicated significant changes in autonomy-support for both teachers and students exposed to the intervention.

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The purpose of this study was to examine pre-service teachers’ (PTs) ability to deliver feedback, which has been used as a process variable in identifying teacher-effectiveness and an established NASPE standard for beginning teachers. These questions guided the study: Will overall feedback interactions delivered by PTs reach 45 per video? What is the nature of the feedback interactions provided by physical education pre-service teachers? The participants in this study were nine college-aged PTs enrolled in a required Elementary Physical Education Practicum and Methods course taught twice per week to students in Grades 3 to 6 and videotaped four times. Analysis of the videotapes was performed using the Studiocode analysis program. PTs surpassed the 45 feedback interactions by delivering an average of 56 feedback interactions per lesson. Delivery of corrective feedback was reduced from 34.78 interactions in pretest to 32 interactions during posttest. Congruent feedback increased from pretest to posttest from 6.22 to 8.55 interactions, respectively. Individual interactions were reduced from pretest (39.55) to posttest (26.55), and small group interactions increased from pretest (17.55) to posttest (21.66). Analysis of videotapes should continue to be integrated during field experiences to augment PTs pedagogical skills. Future research should be focused on the effects of specific feedback protocols on PTs delivery of feedback during field experiences.

Examining Student Perceptions of Flipping an Agricultural Teaching Methods Course

To meet the needs of the 21st century student, college instructors have been challenged to transform their classrooms from passive to active, “minds-on” learning environments. This qualitative study examined an active learning approach known as a flipped classroom and sought to explore student perceptions of flipping a teaching methods course required in an agricultural teacher education program. Students offered mixed perceptions about this flipped class. The emergent themes included: (a) positive aspects of online lecture, (b) technological issues, (c) positive aspects of classroom learning activities, (d) negative aspects of classroom learning activities, and (e) student beliefs regarding the flipped classroom approach. Based on the findings from this study, a flipped classroom approach seems to have promise as a model for delivering a teaching methods class. As a result, we suggest other instructors of similar courses attempt a flipped classroom approach to test the model in other contexts.

논의 중심 과학 탐구에 대한 예비과학교사의 이해와 인식

이 연구의 목적은 예비과학교사의 논의 중심 과학 탐구에 대한 이해와 인식을 알아보는 것이다. 대도시 소재 사범대학 과학교육과에서 예비과학교사 17명을 대상으로 화학교과교재 및 연구법 수강이전과 이후에 실시한 서술형 설문과 사후개별 면담 자료를 연속적 비교분석법으로 분석하였다. 사후 설문 및 면담에서 과학 탐구의 중요한 요소로서 논의를 언급하고, 탐구 문제에 대한 주장과 근거를 협상하는 과정으로서 논의의 역할을 이해하는 예비과학교사의 수가 사전보다 늘어났다. 예비과학교사들은 논의가 강조된 탐구 중심 과학 수업의 중요성을 인식함에도 불구하고 여러 가지 어려움과 문제점에 대한 우려를 하고 있었다. 사전에는 학생들의 소극적인 논의 참여를 어려움으로 인식하는 반면, 사후에는 예비교사 자신의 수업지도안 계획 또는 학생들의 논의를 안내하는 어려움에 대하여 언급하는 경우가 많았다. This study was designed to explore pre-service secondary science teachers' understanding and views of argument-based inquiry approach. Participants were 17 pre-service secondary science teachers enrolled in chemistry curricular materials and teaching methods course for majors in the college of education at a university in Seoul. Main data sources included each student responses to an open ended survey and individual interviews. Data analyses indicated that the pre-service teachers had very limited and biased understanding on scientific inquiry at the beginning of the semester. While the pre-service teachers understood that scientific inquiry should be an essential component of science teaching, a few pre-service teachers mentioned 'argumentation' or 'discussions' when they defined what scientific inquiry is. The majority of the pre-service teachers mentioned that science should be taught through scientific inquiry since science is inquiry itself. However, the pre-service teachers expressed several potential barriers and their concerns on implementing argumentation in scientific inquiry. While they concerned about students' lack of participation at the beginning of the semester, they concerned more about the teachers' ability of leading student argumentation at the end of the semester.

Didactic Features of Modeling Professional Competence of the Physics Education Students

The paper focuses on the solution of problems and effective implementation of semantic, organizational and management functions in physics teaching methods course as an effective medium educational standards and means of formation of future teachers of professional competence and outlook. It contents standard requirements outlined in the study of physics. The article presents the structural logic of various types of control based on academic performance standards of control.

An International Comparative Case Study About Using Science Notebooks in Science Teacher Education

Science notebook is a material, methodology, formative assessment model which develop learners’ higher order thinking skills. The aim of this study is to identify perceptions of preservice science teachers from U.S. and Turkey about application of science notebooks in Science Teaching Method course. This is a case study and qualitative methodology was used. Study group consist of third grade preservice teachers (42 of them were from Turkey and 25 of them were from U.S.). Study lasted 16 weeks. Survey, observation, interview and science notebooks were used as data collection tools. Descriptive and content analyses were used for data analysis. It was found that science notebooks develop preservice teachers’ teaching skills and suggestions related to applications were given at the end.

Effects of Mathematics Integration in a Teaching Methods Course on Mathematics Ability of Preservice Agricultural Education Teachers

The purpose of this study was to determine the effects of incorporating mathematics teaching and integration strategies (MTIS) in a teaching methods course on preservice agricultural teachers’ mathematics ability. The research design was quasi-experimental and utilized a nonequivalent control group. The MTIS treatment had a positive effect on the mathematics ability scores of the participants, and a statistically significant difference was found based upon the MTIS treatment. Based on the results of this study, the MTIS treatment should be considered for use in an agricultural teaching methods course to increase the mathematics ability of preservice agricultural education teachers.

Prioritising classroom community and organisation in physical education teacher education

This research investigates how teacher candidates in a primary physical education curriculum and methods course learned about and were influenced by efforts to emphasise classroom community and organisation. Qualitative data in the form of interviews, focus groups, and course artefacts were gathered from nine participants throughout one academic term. Analysis of data suggested that most teacher candidates came to recognise pedagogies that fostered a sense of community; however, only a few were able to connect this to their developing visions for teaching. Despite this, all participants came to view the development of a sense of community as one of the most important aspects of their evolving teaching practice.

What Did They Take Away?: Examining Newly Qualified U.S. Teachers’ Visions of Learning and Teaching Science in K-8 Classrooms

This study investigated newly qualified K-8 teachers’ visions of science learning and teaching after they had completed preparation in a science teaching methods course I taught. What visions of science learning and teaching were these newly qualified teachers taking away from my course? How did these visions compare with those advocated by reform documents? I examined their class work and interviewed them after the course to document their ideas about science learning and teaching as they were about to begin their first year of teaching. Other data sources included participants’ assignments, weekly reflections, and multi-media portfolio finals. Semi-structured interviews provided the emic voice of participants, after graduation but before they began to teach. Four strands of science proficiency articulated in a U.S. reform document provided a framework for interpreting activities, assignments, and interview responses. Some participants intentionally incorporated and implemented reform-based strategies in field placements in K-8 classrooms during the methods course and student teaching. The strands of scientific proficiency were evident in activities, assignments and participants’ interviews in varying degrees.

Triangulating Graduate Instructor Learning in FL Teaching Methods: Questionnaires, Concept Maps, and Reflective Teaching Journals

Graduate students who teach languages in university settings often receive their training in an intensive, semester-long teaching methodology course. Measuring learning in this context is often a challenge, as graduate students enter with varying levels of knowledge and experience and are often expected to simultaneously learn and apply this knowledge to the courses they are teaching. While common means of measuring instructor learning via cognitive change has been documented for more experienced language instructors (cf. Borg, 2006) [1], graduate instructors are an often-overlooked population (cf. Gurzynski- Weiss, 2013; in press) [2] [3]. In hopes of encouraging robust research in this critical area, this paper details three instruments that can be utilized to examine graduate instructor cognition and evidence of learning in a methods course: questionnaires, concept maps, and reflective teaching journals. Design and implementation techniques of each instrument, along with strengths and limitations, are discussed. Illustrative examples from an on-going research project are presented to demonstrate how each instrument can elicit evidence of graduate instructor cognitive change (e.g., learning), and be utilized in other graduate instructor teaching methods courses.

Preservice Elementary Teachers’ Ideas About Scientific Practices

With the goal of producing scientifically literate citizens who are able to make informed decisions and reason critically when science intersects with their everyday lives, the National Research Council (NRC) has produced two recent documents that call for a new approach to K-12 science education that is based on scientific practices, crosscutting concepts, and disciplinary core ideas. These documents will potentially influence future state standards and K-12 curricula. Teachers will need support in order to teach science using a practices based approach, particularly if they do not have strong science backgrounds, which is often the case with elementary teachers. This study investigates one cohort (n = 19) of preservice elementary teachers’ ideas about scientific practices, as developed in a one-semester elementary science teaching methods course. The course focused on eight particular scientific practices, as defined by the National Research Council’s A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012). Participants’ written reflections, lesson plans and annotated teaching videos were analyzed in fine detail to better understand their ideas about what it means to engage in each of the practices. The findings suggest that preservice elementary teachers hold promising ideas about scientific practices (such as an emphasis on argumentation and communication between scientists, critical thinking, and answering and asking questions as the goal of science) as well as problematic ideas (including confusion over the purpose of modeling and the process of analysis, and conflating argumentation and explanation building). These results highlight the strengths and limitations of using the Framework (NRC 2012) as an instructional text and the difficulties of differentiating between preservice teachers’ content knowledge about doing the practices and their pedagogical knowledge about teaching the practices.