Engaging in Reform-Oriented Collaborative Inquiry to Advance Proficiency-Based Learning in Teacher Education

• In Event: Sheraton Roundtable Session 16
  In Roundtable Session: Developing Teacher Education Practice Through Collaborative Self-Study

Abstract

Proficiency-based learning (PBL) is becoming more common with a range of studies that demonstrate the effectiveness for students, but there is little research on the manner in which PBL is being adopted in teacher education. This self-study, using a Reform-Oriented Collaborative Inquiry protocol, offers insights into the affordances and challenges for faculty who were rolling PBL principles into their courses. This study illuminates the work of teacher educators seeking to develop a coherent system that models effective PBL practice for preservice teachers. The findings unpack particularities about two foundational principles of PBL, specifically heightened attention to performance-based learning and amplified awareness of the importance of responsive and targeted feedback. The findings also illuminate the disruptive nature of PBL.

Authors

• Alan Scott Tinkler, The University of Vermont

• Jessica DeMink-Carthew, The University of Vermont

• Carmen Petrick Smith, The University of Vermont

• Barri E. Tinkler, Missouri State University