Leveraging Technology to Facilitate Feedback and Metacognitive Learning in Practice-Centered Teacher Preparation

• In Event: 56.080 - Roundtable Session 23
  In Roundtable Session: 56.080-7 - Innovative Uses of Technology to Foster Teacher Preparation and Development

Abstract

This research investigates the learning process and outcomes of a technology-supported practice-centered teacher preparation curriculum. The theory-embedded design utilizes a cloud-based platform customized to scaffold teacher candidates’ thinking as they enact lessons in the field and enables virtual feedback and coaching. The aim is to tighten the relationship between practical and conceptual learning by facilitating metacognitive learning around core teaching practices. This research examines the quality of the teacher candidates’ metacognitive thinking and coach feedback in consecutive literacy lessons. Findings focus on changes over time and point to instructional skills that may be more readily learned and that seem more challenging for novices. Implications are drawn for a potential teacher learning trajectory that may inform re-design efforts in teacher education.

Authors

• Diane E. Salmon, National-Louis University

• Jill Zifkin

• Ruth Freedman, National Louis University

• Sophie Degener, National-Louis University

• Rosa Giannelli

• Monica Guio, National Louis University