"I Take It Back, I Will Learn Something": Transforming Teachers' Pretexts About Teaching and Learning

• In Event: 65.079 - Roundtable Session 23
  In Roundtable Session: 65.079-7 - Strategies to Improve the Efficacy of Preservice Teachers

Abstract

The purpose of this study is to explore how utilizing a student-centered inquiry as curriculum model challenged and transformed the status quo of pre-service teachers’ beliefs and values about teaching and learning. This collaborative case study focused on the use of this model in a Multicultural Education and Secondary Physical Education Methods course with a total of 27 pre-service teachers. Learning became a negotiated interdependence between the professor, the K-12 students, the pre-service teachers, and the subject matter. Utilizing a student-centered inquiry as curriculum model in the schools, created a learning environment where the interaction of the conceptual and concrete merged to challenge pre-service teachers’ pretexts about teaching and learning. We highlight three pretexts that were challenged and transformed.

Authors

• Heather A. Oesterreich, New Mexico State University

• Kimberly L. Oliver, New Mexico State University