"We Saw It!" Bridging Theory and Practice at Professional Development Schools Through Structured Observations

• In Event: Examining the Experiences of Teachers and Teacher Candidates in Professional Development Schools

Abstract

This cross-case study explored the perceptions of preservice teachers (PSTs) in a mathematics and a literacy methods course with structured observations. In these structured observations the PSTs observed specific teachers in groups with the course instructor using a structured observation tool. We also explored how these observations impacted reflections on PSTs’ own teaching. The PSTs were primarily positive about the experience, explaining that observing in groups helped them connect the theory learned in class to practical examples we observed together in classrooms. They also appreciated the detail and focus of the observation tools, even using the tools in observations for more traditional courses. In their reflections on their teaching, PSTs from both courses made direct connections to the observation tools.

Authors

• Melissa Gallagher, George Mason University

• Seth A. Parsons, George Mason University

• Jennifer M. Suh, George Mason University