The Potential of Early Practice: A Case Study

• In Event: Roundtable Session 54
  In Roundtable Session: Innovative Approaches to Approximations of Practice in Teacher Education

Abstract

The growing emphasis on teaching performance suggests that education students need consistent opportunities to practice teaching before they “student teach.” This case study examined how first-year candidates in one foundations course viewed their peer teaching experience as a tool to develop competency and skills. Results from their feedback demonstrate the potential of early practice as one straightforward way to augment their clinical experience, meet InTASC standards, and face performance-based assessments like Danielson’s Framework for Teaching and edTPA.

Author

• Norman Eng, City College of New York, CUNY