How Do We Create Teachers Who Take Responsibility for Student Learning?

• In Event: Science Teaching and Learning: Preservice Teacher Training

Abstract

In-depth case studies examined the teaching and learning practices of graduates of an urban residency model, focused on science instruction. As policy debates over how to prepare quality teachers intensify, we continue to know little about how features of teacher preparation pathways contribute to teachers’ attention and responsiveness to students’ learning. In-depth case studies provided a way to understand and communicate how teachers’ pathways prepared them to learn from student learning, and how they continue to increase both content knowledge and pedagogy. Our case studies included two classroom observations, and two interviews for each of 5 teachers, all of whom teach in urban high needs settings. We used a three-stage model of analysis beginning with coded extracts.

Authors

• Maryann Maxwell Durland, Durland Consulting

• Shaunti Knauth, National-Louis University