Preservice Candidates' Understanding of Learning Science Supports Their Skill in Providing Rigorous and Equitable Instruction

• In Event: Embracing Discomfort for Professional Growth: Learning From STEM and Elementary Teacher Experiences

Abstract

Effective teaching requires an understanding of how the mind processes information so teachers can make informed instructional decisions to support student learning and address inequities. Elementary and middle school teacher candidates at the beginning of their programs engaged with two instructional vignettes measuring their understanding and application of learning science principles. Candidates participating in practice-based teacher education (PBTE) for one learning principle, Attention to Meaning, demonstrated improved instructional decision-making relative to a comparison group. The treatment group was also more likely to support equitable access to high-quality learning opportunities, yet the differences between the treatment and control groups were not as pronounced. Qualitative data suggests ingrained thinking patterns persist about differentiated instruction that require more attention to address inequities.

Authors

• Sandra Lynn Rogelberg, University of North Carolina - Charlotte

• Hilary Dack, University of North Carolina - Charlotte

• Anne Henry Cash, University of North Carolina - Charlotte

• Rebekah Berlin, Deans for Impact

• Paul G. Fitchett, Auburn University