Into, Through, and Beyond Approximations of Teaching Practice: A Systematic Review (Poster 32)

• In Event: Thursday Poster Session 10:50 am
  In Poster Session: Research Syntheses and Meta-Analyses in Education: Exemplar Studies and Methodological Guidance

Abstract

Teacher candidates need opportunities for practice so they can enact equitable instruction that honors students’ assets as soon as they enter classrooms. Theory suggests candidates benefit from “approximating” aspects of teaching in reduced-complexity settings. However, teacher preparation occurs in brief timeframes; the field needs clarity about how to leverage approximations to promote efficient learning. We systematically review studies (n = 26) of candidates’ learning outcomes following approximations. We examine the contexts, conditions, candidates, supports, and goals for which approximations are helpful. Although 23 studies find candidates improve after approximations, there is little clarity about the features that promote learning. Absent such empirical clarity, we offer a range of hypotheses we argue can and should be tested systematically through coordinated research efforts.

Authors

• Kristyn Wilson, University of Virginia

• Anna Yonas, University of Kansas

• Julie Jackson Cohen, University of Virginia