Using Complexity Theory to Investigate Influences of Teacher Education on Teacher Practices

• In Event: 68.060 - Roundtable Session 29
  In Roundtable Session: 68.060-17 - Pedagogical Approaches to Support English Language Arts Preservice Teacher Learning

Abstract

How to prepare teachers to be effective in our nations’ classrooms seems to get increasingly complex, yet the links between teacher education and teachers’ eventual practices is little understood. Using complexity theory as a theoretical framework, this mixed methods study investigated writing teacher practices of 23 elementary teachers. Twelve teachers had participated in a comprehensive course focused on writing during their preservice/inservice program. Eleven had no course and little writing professional development. Quantitative analysis demonstrated significant differences on multiple, effective practice indicators. These findings were borne out in qualitative analyses as well. Clear connections of teachers’ practices and understandings and the course were noted. Findings suggest implications for policy makers, teacher education programs, as well as for teacher educators.

Authors

• Sherry Dismuke, Boise State University

• Susan D. Martin, Boise State University