University Coursework Research Articles

Influences on the Development of Inquiry-Based Practices Among Preservice Teachers

ABSTRACTAs preservice teachers (PSTs) acquire experiences in their field, they confront difficulties implementing what they learned during their teacher education programs. The successful or unsuccessful outcomes of the challenges they face influence the development of their identity as teachers. One practice that many PSTs are encouraged to implement during their preservice experience is inquiry-based instruction. However, even if students begin their fieldwork with a basic understanding of inquiry, the realities of the classroom and their incongruence with what the PST came to expect during university coursework may dissuade them from committing to an inquiry-based approach. We interact with PSTs in a single science teaching university methods course to collect data using an inquiry-specific observation protocol as well as from interviews and written reflections. Through case study research framed within situated cognitive learning theory, we find that elements of PSTs’ experience have a profound influence on their views of inquiry and of themselves as teachers in an inquiry-based classroom. We identify themes of translating theory to practice, perceiving inquiry as additional work, and utilizing resources.

Collective action for social justice: An exploration into preservice social studies teachers’ conceptions of discussion as a tool for equity

An extensive body of research details the lack of discussion and collaboration occurring in K12 classrooms in the United States. This study seeks to examine this issue by exploring the associations preservice social studies teachers make between the underlying principles of democratic education and the use of discussion in the social studies classroom. The present qualitative multi-case study uses a collection of field-based data and university coursework to examine how six preservice social studies teachers at a large southeastern university conceptualize and value discussion as a pedagogical approach. Findings suggest that preservice social studies teachers do see value in the use of discussion and associate it with broad themes of democratic education. However, because their understandings of democratic education are often vague and unclear, the associations being made often do not reflect the work being conducted within academia in regards to social justice.

Coping strategies as predictors of coursework stress among university nursing students

For nursing students, coping with stress is a dynamic and continuous process. Students are affected by different kinds of stressors such as the pressure to achieve academically. It is important for students to develop coping strategies in order to succeed. The aims of this study are assessing nursing students' perceived level of university coursework stress and their coping strategies, describing the difference between male and female nursing students in that respect, and identifying coping strategies that can predict coursework stress levels. A descriptive, predictive study was conducted utilizing a sample of 96 nursing students. The participants were asked to fill a self-administered questionnaire about coping strategies. The conclusion of this study is that nursing students have moderate stress levels related to their academic coursework. Problem-solving strategies have the highest mean of the eight subscales; however, wishful thinking and tension reduction were the only significant coping mechanisms that worked as predictors of coursework stress.

Personalizing Research: Special Educators’ Awareness of Evidence-Based Practice

ABSTRACTAlthough evidence-based practices are considered critical to student success, a research-to-practice gap exists. This qualitative study examined practicing special education teachers’ perceptions of their use of evidence-based practices. Special education teachers were interviewed and their classroom practices examined. Major themes emerged and findings revealed that (a) teachers believe they are using evidence-based practices, (b) teachers’ awareness of research varies, and (c) teachers’ personalization of research varies by awareness level. Awareness levels of credible evidence-based practices ranged from Aware, Partially Aware, and Unaware. Sources of evidence varied greatly from university coursework, research articles, co-workers’ ideas, and self-generated ideas. Personalization of evidence-based practices consisted of teachers adapting and modifying practices to meet their own needs, rather than relying on fidelity of treatment measures. Implications for the special education classroom are discussed.

The School-Community Integrated Learning pathway: Exploring a new way to prepare and induct final-year preservice teachers

Universities and teacher employment bodies seek new, cost-effective ways for graduating classroom-ready teachers. This study involved 32 final-year preservice teachers in an innovative school–university partnership teacher education programme titled, the School-Community Integrated Learning (SCIL) pathway. Data were collected using a five-part Likert scale survey with extended written responses. Survey results showed that preservice teachers involved in the SCIL pathway learnt more about the teaching profession, which extended their usual university coursework. Furthermore, written responses suggested ways for advancing their understandings to ensure preservice teachers receive a quality school experience towards readiness for teaching.

School-Based Teacher Learning

The theme of this issue of Journal of Teacher Education (JTE) focuses on theory, people, processes, and outcomes related to teacher learning in school-based settings. Teacher educators and researchers agree that externally driven, isolated workshops and conferences have produced little impact on inservice teacher learning and change (Gallimore, Emeling, Saunders, & Goldenberg, 2009; Hawley & Valli, 1999). In contrast, when professional development is school-based and embedded in the daily work of teachers, learning is more likely to occur (Desimone, 2009; Garet, Porter, Desimone, Birman, & Yoon, 2001). Similarly, teacher education rooted solely in university coursework has had minimal impact on preservice teacher (PST) learning. School-based approaches have been extended to PST learning with an increased focus on field experiences as a valuable element of PST education (American Association of Colleges of Teacher Education [AACTE], 2010). However, more research is needed to understand how multiple variables work together in these settings to affect teacher learning (Opfer & Pedder, 2011). Of particular interest is the role of the school workplace in both inservice and PST learning and the interplay between the two. The call for manuscripts for this issue recognized that much of what teachers learn about teaching and learning occurs in school-based contexts and that opportunities for teacher learning occur along the professional continuum, from preservice field experiences to a multitude of opportunities for inservice teachers to engage in job-embedded learning. In addition, school-based teacher education is supported by various types of teacher educators, including mentors, university supervisors, peers, instructional coaches, administrators, district-level supervisors, university faculty, and other professional development providers. The articles published in this issue focus on what teachers and PSTs learn in school-based settings; theories, concepts, frameworks, approaches, and models that are powerful in explaining and guiding teacher learning in school contexts; and how school-based teacher educators work together to affect their own and others' learning. Highlights of the Theme Issue The first two articles address the relationship between PST learning in field schools and learning in subsequent school settings as beginning teachers, but from very different perspectives. Both consider the context of the use of value-added to student achievement measures (VAM) to determine effectiveness of teacher preparation programs (TPPs). JTE has published theme issues and articles related to the use of value-added models to determine the effectiveness of TPPs (Volume 63:5), with mixed reactions. Although researchers provide some support for the potential of the approach to provide feedback to policymakers and educators on the achievement of students taught by teachers in different TPPs (Gansle, Noell, & Bums, 2012; Plecki, Elfers, & Nakamura (2012), the potential of using VAM for teacher preparation is diminished by the complexity and limitations of the approach (see Floden, 2012; Goldhaber & Cowan, 2014; Henry, Kershaw, Zulli, & Smith, 2012; Lincove, Osbome, Dillon, & Mills, 2014). Ronfeldt and Strom provide additional perspectives on the topic in this issue. Matthew Ronfeldt, author of Field Placement Schools and Instructional Effectiveness, investigates whether and how schools serve as organizations for teacher learning. More specifically, he examines the relationship between teachers' inservice instructional performance measured by VAM and characteristics of field placement schools where they did their student teaching. Do teachers who were interns in schools characterized by greater collaboration, effectiveness in raising student achievement, and less school turnover perform better in their initial positions? His findings indicated that math teachers who had previously learned to teach in field placements with better achievement and more collaboration were better at raising students' math achievement. …

When Supervision Is Conflated with Evaluation: Teacher Candidates’ Perceptions of Their Novice Supervisor

Preparing teachers in clinically rich contexts requires teacher educators who are skilled and knowledgeable about university coursework as well as the complexities of classrooms. Retired teachers or principals have often assumed the role of field supervisor, bringing to their work extensive practitioner knowledge but often lacking theoretical knowledge of supervision. This qualitative case study examined the first-year experience of a reassigned teacher in the formal role of supervisor in a professional development school (PDS) context by analyzing the multiple perspectives of those affected by her supervisory practices. The purpose of this article is to discuss her interns’ perspectives and the impact of her supervision on them. The findings show that this supervisor conflated the functions of supervision and evaluation, and as a result, her interns felt distress, disconnection, and disempowerment. The findings suggest that supervisors need a combination of practical and theoretical knowledge about supervision and that supervisors’ professional learning warrants attention.

Challenges and constraints encountered by Saudi pre-service science teachers: a critical perspective

Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning, and problem solving. Research is needed to explore the adequacy of teacher preparation programs to determine whether these programs sufficiently prepare Saudi science teachers to teach according to these new reforms. This study explores the challenges that Saudi pre-service science teachers face in these higher education programs. Results indicated that graduates of the programs studied were satisfied with their experiences; however, various concerns were expressed by some pre-service teachers regarding the theory-practice gap between their university coursework and field experiences, and the supervision structures and functions in place for the professional experiences component. Modifications to the teacher preparation programs are suggested in order to address these concerns and to successfully enact reforms in science education in Saudi Arabia.

Field-based teacher education in literacy: preparing teachers in real classroom contexts

For the past two decades, scholars have advocated for reforms in teacher education that emphasize relevant connections between theory and practice in university coursework and focus on clinical experiences. This paper is based on our experiences in designing and implementing an integrated literacy methods course in a field-based teacher education program. We describe issues involved in helping preservice teachers learn to differentiate literacy instruction for diverse learners in urban schools and describe how we use Grossman’s framework of representation, decomposition, and approximation of practice to connect theory and practice. We offer insights about the importance of using recursive cycles of practice and carefully scaffolded learning through attention to different aspects of practice. Initial successes and challenges in implementing field-based literacy education are discussed.

Should universities play a greater role in the delivery of emergency medicine specialty education and training? No.

Should universities play a greater role in the delivery of emergency medicine specialty education and training? No.

From “Outsider” to “Bridge”: The Changing Role of University Supervision in an Urban Teacher Residency Program

This qualitative research study investigated a faculty liaison (FL) model, an alternative to traditional field supervision implemented in an urban teacher residency (UTR) program. In the FL model, professors teaching in the UTR program were assigned to school sites rather than individual teacher candidates to observe and provide feedback, evaluate teacher candidate performance, and connect coursework and classroom practice. Results indicate strong support for the continuation of the FL model in lieu of traditional supervision. Specifically, the FL model supported teacher candidate learning, both in the field and in university coursework; and enhanced school-university collaboration. The authors provide an analysis into the FL model and recommendations for integrating full time faculty into school-based portions of teacher education.

The Masters of Sustainable Practice: A Review of a Program for Working Professionals

AbstractThis study sought to distil recommendations and curriculum design principles that could underpin the re-imagination of the RMIT University coursework Masters of Sustainable Practice (MSP). The aim of the study was to redesign the program to better meet the expectations of contemporary working professionals. Four data sources were used to develop 12 program recommendations: postgraduate sustainability education literature, postgraduate coursework literature, publicly available information for contemporary coursework Masters sustainability programs both in Australia and overseas, and interview data from current and graduate students from the RMIT University Masters of Sustainable Practice. The study proposes a novel curriculum (re)design model comprised of six curriculum design principles that the authors argue are essential for the development of curricula for contemporary working professionals. Sustainable practice coursework Masters programs need to: offer choice, flexibility and authentic work-based assessment opportunities; provide significant guidance to achieve individual aspirations and to customise the program for each student; recognise learning through current workplace roles and through continuing professional development opportunities; use integrative assessments to achieve the Australian Qualification Framework knowledge and skills application requirements; incorporate short credit-bearing courses, in particular for the development of employability skills; and support students to transition to professional practice.

Changing Assessment Practices of Teaching Candidates and Variables that Facilitate that Change

This mixed-methods study explores changes over time in assessment strategies and identifies variables that facilitate that change by examining assessment practices of 11 teacher candidates enrolled in a one-year postbaccalaureate teacher education program that prepares for teaching in rural and urban settings of Alaska. Analyzing multiple data sources drawn directly from candidates’ fieldwork performances and teacher education program experiences suggests changes in emphasis and range of assessment strategies between the first and second semesters of the teacher education program. The extent of change varied between rural and urban candidates indicating a need for more attention to the specifics of rural education in teacher preparation. Variables that facilitated a change in assessment practices were identified as mentor teachers, field experiences, unit and lesson planning, university coursework, collegial interactions, and university supervisors. Results further indicate that assessment strategies develop within the sociocultural context where teaching takes place.

Online and On-Campus Historical Geology Students' Prior Ideas About Global Climate Change

ABSTRACT As part of a university initiative to incorporate issues of sustainability into general education coursework, the authors sought to incorporate concepts of global climate change into online and on-campus sections of a historical geology course. The authors asked: What is our students' prior knowledge, perceived and actual, about global climate change and what are their sources of understanding? Questionnaires were administered to elicit prior knowledge, perceived knowledge, and sources of previous learning about global climate change. Results indicate that the primary source of students' previous learning was through the media for online students and was university coursework for the on-campus students. Students in both on-campus and online courses came to the course with limited prior knowledge (both perceived knowledge and written responses) about the evidence for global climate change and the methods used to study global climate change.

Software literacy and student learning in the tertiary environment: PowerPoint and beyond

In this paper, we explore the relationship between student success in acquiring software literacy and students’ broader engagement and understanding of knowledge across different disciplines. We report on the first phase of a project that examines software literacies associated with Microsoft PowerPoint as a common software package encountered and used by most students at tertiary level. Student data was collected through an online survey and focus-group interviews. One hundred and seventy-nine first-year Engineering and Media Studies students from a New Zealand university responded to the survey. A majority of students considered themselves to be confident and comfortable in engaging with new technologies, had access to mobile-based technologies or laptops, and relied on this hardware and related software for electronic forms of communication and information access in their university courses. On the whole, students expressed a preference for informal strategies (including trial and error) when learning about PowerPoint, expected it to be used in their university coursework, and could identify its related affordances and constraints, and how those affected their learning. Despite their familiarity with PowerPoint, students fell short in their ability to critique the ways the software shaped their understanding of disciplinary knowledge. Implications are discussed in terms of university teaching, including the nature of support services. Keywords: ICT; software literacy; PowerPoint; presentation software; teaching and learning; university students

Start: A Framework for Service Learning Implementation for Preservice Teachers

This paper presents a framework for planning effective service learning projects for university coursework. The intent, based on previous research findings, was to create a format for implementation of projects that are connected to course objectives and include student driven projects that are teacher guided and authentic in nature. The power of reflection, often missing from service learning initiatives, is a centerpiece of the framework. Additionally, the importance of helping students visualize how theory can be integrated into practice with planning and preparation is also featured. Questions for guiding the projects are provided to help support preservice teachers’ self-efficacy and teaching repertoire.

The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme

This research investigates how three Government-funded Normal Students constructed and reconstructed their identities in a pre-service teacher education programme in China. Drawing upon data from interviews, field observation and the pre-service teachers’ written reflections, the study explores the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggest that pre-service language teachers develop and modify their identities through engaging in cognitive learning, interacting with different socialising factors and experiencing various emotions in university coursework and teaching practicum. The paper concludes with some implications for language teacher education and pre-service teacher education.

Teachers’ Narrative Understandings of Parents: Living and Reliving “Possible Lives” as Professionals

In this article, I explore aspects of a narrative inquiry with former teacher candidates to understand how living out a curriculum of parents (Pushor, 2011; Pushor, 2013) in their university coursework deepened their knowledge and prompted questions about discourses and representations of parents and families. I focus on two former teacher candidates, Cat and Carly, who tell stories of their experiences within a curriculum of parents and then subsequently as teachers. I explore the “possible lives” (Bruner, 1987/2004) they imagine for themselves as teachers and what teacher “life narratives” (Bruner, 1987/2004) they construct and reconstruct in their practice. What is made visible is that when preservice teachers are supported to unpack and examine, with deliberation, ways of living and telling stories of parents, and the philosophical, pedagogical and practical conceptualizations that underpin such living and telling, a curriculum of parents offers preservice teachers possibilities for interrupting habitual teacher life narratives and for guiding the construction and reconstruction of new teacher life narratives (Bruner, 1987/2004).

Integrating foundation phase teacher education with a ‘teaching school’ at the University of Johannesburg

Successful teacher education programmes underscore the integration of knowledge for teaching with knowledge of teaching, the ‘how’ of teaching. Such programmes necessitate an integrative programme design to counteract the schism between the ‘world of theory’ and the ‘world of practice’ and draw optimally on collaboration between teacher educators and teachers who supervise students in schools to achieve this. This paper reflects on participants’ experiences of a teacher education programme designed to integrate the university coursework curriculum with student-teachers’ involvement in a school established to serve as a practice learning site – a teaching school. Data comprised the views of faculty managers, university and teaching school staff and student-teachers involved in the foundation phase teacher education programme and the teaching school. The main findings are that the teaching school has the potential to strengthen teacher education programmes. However, as the programme designers and university staff under-estimated the complexity of bringing together the world of the university and the world of the school classroom, there were many missed opportunities for using the teaching school experience optimally to help student-teachers develop the disposition and outlook of competent novice teachers. Teaching school staff were also not enabled to develop optimally as teacher educators.

Pre-service teachers’ knowledge of language concepts: relationships to field experiences

Acquisition of language concepts by pre-service teachers (PSTs) is likely influenced by university coursework and field experiences, but little research has examined how. Knowledge of phonics and phonological awareness and confidence to teach reading were surveyed among primary PSTs at one New South Wales university, most in second year following completion of language concepts course (N = 150), others (N = 74) in third year following the first major field experience, when literacy-related experiences on field experience were also surveyed. Overall, PSTs' scores for knowledge of phonological constructs were similar to or higher than in previous research, and PSTs performed better on ability-based than on knowledge-based items. Phonological construct scores were positively related to confidence to teach sound–letter relationships. Phonological construct scores were unrelated to experience teaching the first two grades, or having in their supervising teacher a positive model for teaching code-related skills, but were positively related to exposure to a commercial phonics package, and negatively related to exposure to Reading Recovery.