Preservice Teachers’ Planned Instruction: Predicted Versus Actual Use of Instructional Theories and Strategies

• In Event: Poster Session 13
  In Poster Session: Relationships Between Preservice Teacher Preparation and Practice

Abstract

Despite greater responsibility for creating equitable and inclusive classroom models, some research suggests that educators “may not have the necessary attitudes, dispositions, or perhaps more important, the professional skills to successfully instruct students in diverse, inclusive classrooms” (Van Laarhoven, Munk, Lynch, Boxma, & Rouse, 2007, p. 440). This study examines the effects of an interdisciplinary, co-taught curriculum on teacher candidates’ predicted versus actual use of instructional strategies in inclusive K-12 classrooms. Teacher candidates (n=140) completed surveys at three data points (post-course, post-internship, and first year of teaching). Participants reportedly utilized the following strategies most frequently with all K-12 students: “think alouds/explicit modeling,” “direct instruction,” and “cooperative learning.” Constructivist approaches received the lowest mean scores.

Author

• Amy L. Eva, Seattle University