In Situ Teacher Education Methods Courses: Examining the Benefits for In-Service Teachers

• In Event: Sheraton Roundtable Session 30
  In Roundtable Session: Preservice Teacher Learning Through Various Collaborative Processes

Abstract

When entering the teaching profession, individuals must commit to a lifelong journey of reinvention, relearning and refocusing their practices to ensure they make a difference to children in their care. Yet, traditional professional development approaches have been critiqued for top down, decontextualized and one-size-fits-all approaches with minimal impact (Borko, 2004). Fortunately, collaborative, school-embedded, inquiry-oriented PD approaches have shown promise (authors, 2012, 2015, 2017; Timperley, 2012). In this study we seek to ascertain the benefits for inservice teachers when teacher education methods courses are embedded within schools. We report here on the research question: When and how does collaboration with teacher candidates and teacher educators engage in-service teachers in renewal of their literacy instructional practices?

Authors

• Leyton Schnellert, The University of British Columbia - Okanagan Campus

• Donna Kozak, UBC Okanagan