Making Learning Visible: Shaping Teacher Candidates' Pedagogical Judgement in Clinical Practice

• In Event: Protocols and Pedagogy: Curricular Interventions in Practice

Abstract

The study sought to understand how teacher educators can support teacher candidates’ development of pedagogical decision making. We describe how we used the “pedagogical judgement rubric” to assess candidates' teaching analysis assignments during their clinical experiences. We also discuss how the candidates’ pedagogical judgement was shaped by mediated interventions that were informed by the rubric’s criteria. The study revealed how a common, theory-guided framework provided a clear goal for teacher educators and candidates to work towards. The study also demonstrates the significance of using candidates’ previous work to revise assessments and support candidates’ capacity to achieve a more sophisticated analysis. The framework of “pedagogical judgement” can guide supported and structured clinical practice that enhances candidates’ pedagogical decision making.

Authors

• Sonia E. Janis, University of Georgia

• Chantelle Grace, University of Georgia - Athens

• Kaitlin Wegrzyn, Immaculate Conception St. Joseph School

• Jonga Lee, University of Georgia - Athens

• Mardi Schmeichel, University of Nebraska-Lincoln