Initiating Future Teachers in Reflective Practice and Other Professional Attitudes Through Design-Based Research: Implementations and Lessons Learned in Year 1

• In Event: International Approaches to Teacher Education Program Reform

Abstract

This qualitative study captures the year-long implementation of teacher education reform through Design-Based Research (DBR) on an Introduction of Teaching course. The instructional team met two hours weekly to coordinate planning and implementation of content, assignments, and instructional delivery. The iterative nature of the DBR method provided a structure to embed authentic monitoring to better measure student knowledge and skills throughout the semester, thus producing relevant data used to inform instructional adjustments. This paper aims to provide a situated and localized account of a teacher education reform effort that is a part of a multi-institutional grant-funded project. It illustrates both course-level and broader program efforts toward continuous improvement and data-based decision making. Claims for teacher education transformation are interrogated.

Authors

• Laura B. Turchi, University of Houston

• Mimi Miyoung Lee, University of Houston

• Misty Paul Black, University of Houston

• Yan Yan, University of Houston