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How Beginning Teachers Learn to Teach Ambitiously: Insights and Next Steps for Teacher Education Research
Fri, April 22, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Marriott Grand Ballroom 8Session Type: Symposium
Abstract
Ambitious instruction aims to provide all students with equitable opportunities to develop their understanding and use of disciplinary knowledge to solve authentic problems. Equipping large numbers of beginning teachers to enact ambitious instruction across diverse contexts represents a critical challenge for university-based teacher education programs. This session presents both insights into how teacher educators can meet this challenge and next steps for teacher education research. Panelists will present findings from a large-scale, longitudinal, mixed methods study that followed over 100 beginning teachers from student teaching into their first two to three years of teaching. Panelists will identify the 1) teacher education learning-to-teach opportunities, 2) school-based resources, and 3) individual agentic practices that were associated with and enabled beginning teachers to teach ambitiously across diverse school contexts. Panelists will also explore the implications of their research for future teacher education research.
Sub Unit
Chair
Papers
First-Year Teachers' Instructional Moves Within Ambitious Mathematics Lessons - Tutita M. Casa, University of Connecticut; Jillian M. Cavanna, University of Hartford; Holly Henderson Pinter, Western Carolina University
The Development of Ambitious Instruction: How Beginning Elementary Teachers' Preparation Experiences Are Associated With Their Mathematics and English Language Arts Instructional Practices - Peter A. Youngs, University of Virginia; Lauren Molloy Elreda, ORB International; Dorothea M. Anagnostopoulos, University of Connecticut; Julie Jackson Cohen, University of Virginia; Corey Drake, The Math Learning Center; Spyros Konstantopoulos, Michigan State University
How Beginning Teachers' Self-Efficacy and School Resources Predict Their Enactment of Ambitious Mathematics Instructions - Peter A. Youngs, University of Virginia; Spyros Konstantopoulos, Michigan State University; Dorothea M. Anagnostopoulos, University of Connecticut; Julie Jackson Cohen, University of Virginia; Holly Henderson Pinter, Western Carolina University; Tutita M. Casa, University of Connecticut; Corey Drake, The Math Learning Center
Personal Sense and Beginning Teachers' Development of Ambitious Instructional Practices: How Emotions and Moral Commitments Shape Beginning Teachers' Use of Teacher Education and School Resources - Dorothea M. Anagnostopoulos, University of Connecticut; Jillian M. Cavanna, University of Hartford; Tutita M. Casa, University of Connecticut