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McElroy et al.

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Redesigning Decision-Making in Pre-Service Teacher Education

Encouraging Engagement and Knowledge Growth

Brianna McElroy

Stephanie Chitpin

ABSTRACT: Knowledge of various curriculum content and student assessment is an important aspect of pre-service teacher training. Knowledge in these two areas contributes to pre-service teachers’ effectiveness in maximizing students’ learning and outcomes associated with curriculum delivery. A distinction is drawn between learning and knowledge building or growth. “Knowledge growth” refers to building knowledge through asking questions, leading discussions, or engaging in hypothesis testing to remove error(s) contained in solutions or theories. In this article, we use the Objective Knowledge Growth Framework (OKGF), a model based on the critical rationalism of Sir Karl Popper, to show how the instructor, with the assistance of a recent graduate of the program, has used the OKGF in redesigning two sections of the Curriculum Design and Evaluation course—a compulsory course for all pre-service teachers at the University of Ottawa. The redesign of the course attempts to support pre-service teachers’ knowledge growth, based on student feedback, different curriculum delivery approaches, and assessment methods. The object of this article is to evidence how the OKGF helps engage students in asking questions, trying out solutions to problems they encountered in their practice, and providing opportunities for students to challenge assumptions presented in the classroom.

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Henning et al.

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Designing Teaching Practice

A Case Study of Pro-c Creativity

John E. Henning

Timothy McKeny

Ginger Weade

Danielle E. Dani

Linda J. Rice

Anthony J. Xenos

ABSTRACT: The purpose of this study was to provide a description of the creative process of a high school mathematics teacher. This teacher was selected for study because of the originality and effectiveness of his instructional design as evidenced by (1) its impact on students, (2) the changes it inspired in his behaviors and beliefs, and (3) its dissemination through publication. The results describe the teacher’s process for developing and implementing creative insights through the lens of both the creative process and design thinking. Recommendations are given for cultivating the intuitive and analytical thinking of teachers.

Interdisciplinary descriptions of creativity date back at least a hundred years to John Dewey, who characterized problem solving as sensing a difficulty, suggesting a solution, considering the consequences, and accepting a final solution (1910). In 1926, Wallas proposed a four-stage model for the creative process that still has considerable currency today: preparation, incubation, illumination, and verification (Ochse, 1990). Many scholars acknowledge that the creative process involves a long preparatory period to acquire expertise, which in turn is followed by deep engagement with a specific problem, the manifestation of a sudden and often unexpected insight, and the development of a workable solution that can be tested and disseminated to others (Csikszentmihalyi & Sawyer, 1995; Gruber, 1995; Sawyer, 2003).

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Randall et al.

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

The Intersection of Imagination, Literacy, and Design

Content Area Curation in the Secondary Classroom

Régine E. Randall

Mia L. Mercurio

ABSTRACT: Recent interest in artifactual literacies has helped the authors of this article rethink how they teach pre-service and in-service teachers as well as collaborate with K–12 teachers. Learning that involves collecting and curating artifacts as a type of literacy instruction may create a link between school and life because students are given the power and the opportunity to create a tangible connection between new content learning and what already exists. This practice is applicable across all content areas because every field has seminal work that continues to guide and shape how teachers present knowledge and instruct students.

Teachers who teach teachers” is how we often explain what we do as professors of education. As teacher educators and reflective practitioners, we try to help pre-service and in-service teachers learn how to marry a desire to teach creatively with the need to teach strategically. This article reflects not one intended research study; rather, it is a compilation of our years of experience as college professors both at the university and in the field. As such, it is not written in a traditional research format; however, the examples provided throughout have been used with written permission of the students and schools we have had the honor to work with. As educators we believe it is as important for us to continue to question, learn, and grow, as it is for our students.

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McIntyre

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Purposeful Pausing

Integrating a Mindfulness Practice into the Student Teaching Experience

Alice McIntyre

ABSTRACT: This article explores how a professor and a small group of student teachers used purposeful pausing to address the sometimes difficult, unsettling, and disquieting thoughts and feelings that arose during teaching–learning experiences. Purposeful pausing is the act of taking the time to intentionally stay with and accept whatever discursive thought or feeling is present at any given moment without trying to fix it, ignore it, or change it. By pausing on purpose, and creating space of an alternative way of responding to a challenging moment, the students were less likely to feel ashamed or embarrassed by their thoughts, feelings, and/or what they perceived as their inadequate teaching. Rather, they were more likely to direct their thoughts and actions in a proactive way and feel more confident in their teaching practice.

During the last decade, mindfulness, which was “once considered a fringe activity” (Albrecht, Albrecht, & Cohen, 2012, p. 11), has gained acceptance in a number of K–12 educational settings.

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Schmitz et al.

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Using Proof Pedagogy to Scaffold Pre-Service Teachers’ Application of Child Development

Stephanie Schmitz

Katheryn East

ABSTRACT: As instructors of a development and assessment course for pre-service teachers, we take the position that knowing about development is insufficient; instead, we believe future teachers must learn to use development in their thinking about children so they can apply what they know to their classroom practice. To develop pre-service teachers’ professional vision through their ability to notice, reason about, and predict next steps with a child’s development, we created and implemented a developmental proof process. In this article, we discuss the creation and study of the implementation of the developmental proof process. Our findings show statistically significant improvements during the semesters of implementation. A qualitative review of our data provides additional support for these findings. Connections between pre-service teachers’ developing skills and professional vision are made, and implications for pre-service teacher education related to these findings are discussed.

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