The Realities and Possibilities of Learning to Teach in an Early-Entry, Summer Teacher Preparation Program

• In Event: Moscone Center West Roundtable Session 9
  In Roundtable Session: Division K Roundtable Session 6

Abstract

Despite the increase in fast-track alternative teacher preparation programs across the United States, little is known about the learning taking place in these programs. This qualitative multiple-case study examines four novice secondary science teachers’ experiences of learning to teach facilitated by an early-entry, five-week, summer practice-focused program. Data were generated from observation, interviews, and instructional artifacts. We analyzed the type and nature of learning experiences facilitated by the program, and the candidates’ learning to teach during the program. All candidates had opportunities to learn and took up classroom management and routinization tools, while shifting their orientations from direct instruction to more activity-based instruction. Candidates had limited opportunities to develop practices that advance students’ meaningful disciplinary learning. Implications preparation are discussed.

Authors

• Doron Zinger, University of California - Irvine

• Hosun Kang, Seoul National University