Teaching Teachers for Deeper Learning: How Teacher Educators Support Preservice Teachers in Learning to Teach for Deeper Learning

• In Event: Teacher Educator Identity and Ideation: Reimagining the Discourse

Abstract

This study examines how teacher educators across 10 U.S. teacher education programs engaged with a series of Deeper Learning Modules (DLMs)—curricular tools designed to promote equitable, inquiry-driven, and transferable learning. Grounded in the People–Tools–Organizations framework and the concept of adaptive expertise, we analyzed 14 semistructured interviews to explore shifts in teacher educators’ understandings and teaching practices around deeper learning as they implemented various DLMs. Findings show that the DLMs, and deeper learning in general, serve both as a helpful tool and as a framework for guiding and structuring instruction in teacher education. This study provides insight into how teacher educators can create opportunities for preservice teachers to learn to teach for deeper learning in their future classrooms.

Authors

• Matthew D. Bennett, University of California - Santa Barbara

• Oishee Mujtaba, University of California - Santa Barbara

• Jing Su, University of California - Santa Barbara

• Daniel Rafael Santana, University of California - Santa Barbara

• Yvette Doss, University of California - Santa Barbara

• Ying Gao, University of California - Santa Barbara

• Danielle B. Harlow, University of California - Santa Barbara

• Mian Wang, University of California - Santa Barbara