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34.096-1 - Conceptualizing and Measuring Opportunity to Learn in Teacher Education
Sat, April 6, 2:15 to 3:45pm, Metro Toronto Convention Centre, Floor: 800 Level, Hall GSession Type: Roundtable Session
Abstract
This symposium focuses on efforts to understand the nature and outcomes of opportunity to learn (OTL) in teacher preparation. Bringing together scholarship from often separate fields, the included papers look across national contexts, teaching assignments, and content areas using varied methods to discuss the ways that this construct is associated with the development of candidates’ practice. Papers examine the associations between OTL and program coherence, consider OTL across domains of professional practice, and address questions regarding the relationship between OTL and instructional quality. Collectively, this symposium is a part of continued efforts to understand how teacher preparation programs ready candidates for diverse and challenging professional roles and the importance of continuing to improve the quality of preparation experiences.
Sub Unit
Chair
Papers
Opportunities to Enact Practice in Teacher Education: Taking an International Perspective - Kirsti Klette, University of Oslo; Karen M. Hammerness, American Museum of Natural History; Inga Staal Jenset, University of Oslo
Special Education Candidates' Opportunities to Learn Instructional and Collaborative Practice: An Examination of Professional Formation - Hannah Morris Mathews, Boston University; Wendy J. Rodgers, University of Nevada, Las Vegas
Understanding Affordances and Constraints of Using Core Practices to Prepare Science Teachers for Equity - Hosun Kang, Seoul National University
Associations Between Candidates' Opportunity to Learn and the Quality of Their Instruction as Beginning Teachers - Peter A. Youngs, University of Virginia; Dorothea M. Anagnostopoulos, The University of Connecticut; Jillian M. Cavanna, University of Hartford; Lauren Molloy Elreda, University of Virginia