Reflecting in and on Practice in Teacher Education: A Comparative Study of Preservice Methods Instruction

• In Event: Protocols and Pedagogy: Curricular Interventions in Practice

Abstract

Scholars of teacher education are engaged in a heated debate about the role of practice and enactment in the content methods classroom, but few empirical studies document these pedagogies in action. This comparative case study observes social studies and English language arts teacher educators representing a range of instructional ideologies on the use of practice to understand how teacher educators use enactment to create opportunities for preservice teacher reflection. Results suggest that teacher educators across the spectrum are using practice in their methods courses, that they tend to use practice to convey normative views of good instruction, but, in some cases, practice can be used to support deliberation about the aims, means, and effects of instruction.

Author

• Lightning Jay, Binghamton University - SUNY