Using High Impact Practices To Promote Success In Pre-Service Teacher Education

Mia L. Manning-Osborn, Winthrop University

Session Abstract

Today’s teacher preparation programs must take into account the intersection of content and pedagogy. Teacher candidates need to be able to “blend practitioner knowledge with academic content as they learn by doing” (New Hampshire Department of Education, 2011, p.11). Research suggests that a key element for successful outcomes for teacher education candidates is early and meaningful field placement that integrates coursework with classroom experiences (ACEI, 2007; AACTE, 2012; Darling- Hammond, 2010; Darling-Hammond & Brandsford, 2005; Swars & Dooley, 2010). Fostering this type of learning can be done through high impact teaching practices identified by Kuh (2008). Service learning and collaborative assignments give teacher candidates the opportunity to engage with pedagogically sound material in content areas and current social issues. This presentation describes the experiences of upper level elementary teacher candidates at a public institution in New England who participated in both service learning and weekly collaborative professional discussions. Instructors facilitated challenging discussions while teacher candidates reflected on their field experiences, made connections to earlier coursework, and investigated their own cultural norms and biases. Teachers who scrutinize their own cultural norms and make efforts to understand the culture of their students are more successful at integrating culturally competent strategies in their teaching practice (Darling-Hammond & Brandsford, 2005). Follow-up interviews are being conducted with several participants who are now in their first years of teaching practice. The continuing impact of these pedagogical practices

 

Using High Impact Practices To Promote Success In Pre-Service Teacher Education

Today’s teacher preparation programs must take into account the intersection of content and pedagogy. Teacher candidates need to be able to “blend practitioner knowledge with academic content as they learn by doing” (New Hampshire Department of Education, 2011, p.11). Research suggests that a key element for successful outcomes for teacher education candidates is early and meaningful field placement that integrates coursework with classroom experiences (ACEI, 2007; AACTE, 2012; Darling- Hammond, 2010; Darling-Hammond & Brandsford, 2005; Swars & Dooley, 2010). Fostering this type of learning can be done through high impact teaching practices identified by Kuh (2008). Service learning and collaborative assignments give teacher candidates the opportunity to engage with pedagogically sound material in content areas and current social issues. This presentation describes the experiences of upper level elementary teacher candidates at a public institution in New England who participated in both service learning and weekly collaborative professional discussions. Instructors facilitated challenging discussions while teacher candidates reflected on their field experiences, made connections to earlier coursework, and investigated their own cultural norms and biases. Teachers who scrutinize their own cultural norms and make efforts to understand the culture of their students are more successful at integrating culturally competent strategies in their teaching practice (Darling-Hammond & Brandsford, 2005). Follow-up interviews are being conducted with several participants who are now in their first years of teaching practice. The continuing impact of these pedagogical practices