Preservice Teachers' Experiences With Proficiency-Based Learning in a Grades 7–12 Teacher Education Course

• In Event: 34.079 - Roundtable Session 14
  In Roundtable Session: 34.079-14 - Preparing Teachers for Middle-Level Classrooms

Abstract

Proficiency-based learning (PBL) systems are becoming more common across the United States, especially in middle schools. Since few preservice teachers have experienced this type of system in the classroom, teacher education programs are compelled to provide preservice teachers with experiences in PBL. Although middle level assessment approaches espoused by AMLE align considerably with PBL, the implementation of PBL in teacher education is under-examined. This study thus examines the experiences of six preservice teachers in a grades 7-12 methods course using a PBL system. The preservice teachers reported four key affordances of the system (flexibility, multiple opportunities to demonstrate learning, awareness of progress and process, and awareness of gains in pedagogical content knowledge) as well as some perceived challenges.

Authors

• Carmen Petrick Smith, The University of Vermont

• Alan Scott Tinkler, The University of Vermont

• Jessica DeMink-Carthew, The University of Vermont

• Barri E. Tinkler, Missouri State University