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Exploring the Contours of Coherence in Teacher Preparation: Four Perspectives on the Concept, the Pathways, and the Challenges
Sat, April 14, 8:15 to 9:45am, New York Hilton Midtown, Floor: Concourse Level, Concourse B RoomSession Type: Symposium
Abstract
Teacher education programs have been criticized for lacking coherence since the era of the seminal 1986 Holmes Group report, yet defining and achieving program coherence has proven challenging. This symposium reviews extant definitions and conceptualizations of coherence in teacher education. Four presenters will then discuss coherence as it relates to: candidates’ learning to practice ambitious instruction; redesigning a teacher education program around core teaching practices; using curriculum and performance assessments as threads to build coherence across candidates’ learning experiences; and implementing multiple pedagogical tools explicitly linking coursework and fieldwork. Audience engagement through small and large group discussion will allow opportunity to sharpen our thinking about the definition of, pathways towards, and complications of promoting program coherence in teacher education programs.
Sub Unit
Chair
Papers
How Teacher Education Program Coherence Is Associated With Elementary Candidates' Opportunity to Learn and Practice Ambitious Instruction - Peter A. Youngs, University of Virginia; Jillian M Cavanna, University of Connecticut - Storrs; Veronica Katz, University of Virginia; Lauren Molloy Elreda, University of Virginia; James Pippin, Michigan State University
Addressing Coherence, Conflict, and Ambiguity: A Case Study of Teacher Education Program Redesign Around Core Practices - Thomas H. Levine, University of Connecticut; Dorothea M. Anagnostopoulos, The University of Connecticut; Rene Roselle, University of Connecticut; Glenn Tatsuya Mitoma, University of Connecticut
Ties That Bind: Curriculum and Performance Assessments as Threads That Weave Coherence for Teacher Candidates - Mistilina D. Sato, University of Minnesota
The Importance, Methods, and Complications of Developing Coherence Across Courses and Clinical Fieldwork - Peter W. Williamson, Stanford University