Examining the Impact of Focusing on Core Practices in Teacher Preparation

• In Event: 72.066 - Poster Session 16
  In Poster Session: 72.066-1 - Teacher Professional Development Poster Session

Abstract

This study investigates the impact of a professional learning model, which in close collaboration with a school district, provided repeated opportunities for novice teachers to move back and forth between engaging with actual enactments of teaching and investigating core instructional practices (CIPs), knowledge, and principles of high quality teaching involved in those enactments. CIPs are research-based practices that can be taught and articulated, and that can support work that is central to teaching. Using comparative case studies, I investigate the teaching practice of seven graduates of this model during their initial years of teaching and the factors that shape their use of the CIPs they learned during their professional preparation.

Author

• Hala N. Ghousseini, University of Wisconsin - Madison