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41.046 - How Can a Teacher Preparation System Be Improved? Lessons Learned From Purposeful Intervention and Research
Sat, April 29, 8:15 to 9:45am, Grand Hyatt San Antonio, Floor: Fourth Floor, Republic ASession Type: Symposium
Abstract
The session brings together researchers to articulate the processes and mechanisms of improving teacher preparation systems situated in various local contexts. Coming from across eight institutions, each research team will describe: (a) the type and nature of improvement efforts taken by teacher educators and (b) strategies to recognize the improvement (how do we know whether a system is improved?). We seek to contribute to research on teacher preparation by articulating theories and principles that guide the design of pedagogical activities, and by explicating various methodologies and tools to study the impact of preservice teacher education. In addition, we focus on the role of preservice education in reducing the opportunity gap in classrooms by asking who benefits from the improvement efforts.
Sub Unit
Chair
Papers
Designing Mathematics Teacher Preparation That Matters: Results and Lessons Learned From a 15-Year Effort - Dawn M. Berk, University of Delaware
The Development of Teaching Knowledge in Elementary Mathematics - Peter A. Youngs, University of Virginia; Julie Jackson Cohen, University of Virginia; Corey Drake, Michigan State University; Dorothea M. Anagnostopoulos, The University of Connecticut; Tutita M. Casa, University of Connecticut
Learning Together in Practice: Examining the Teacher Time-Out Routine - Lynsey K. Gibbons, Boston University; Elham Kazemi, University of Washington; Allison Beth Hintz, University of Washington - Bothell; Elizabeth Hartmann, University of Fukui
Trajectories of Development for Ambitious Elementary Science Teaching - Elizabeth A. Davis, University of Michigan; Annemarie S. Palincsar, University of Michigan; Amber Schultz Bismack, University of Michigan - Ann Arbor; Benjamin Loran Tupper, University of Michigan - Ann Arbor
Promoting Rigorous and Responsive Science Teaching With Well-Prepared Beginners - Hosun Kang, University of California - Irvine; Doron Zinger, University of California - Irvine