Examining Outcomes of Course Redesign in Foundations of Education

• In Event: Developing Effective Teacher Development Programs

Abstract

This paper session unpacks a qualitative examination of one foundations of education course instructor’s redesign of an Introduction to Education course to accommodate the needs of a partnering STEM school and to better support the effective development of candidate content learning, dispositions and approaches to stewardship of student learning. Elements of course redesign focused on personalization of the learning experience, scaffolding of assignments, and providing opportunities for analysis and informed decision-making on the basis of multiple forms of data within a supportive context. Grounded theory analysis was used to analyze course data. Key findings suggest that the easily replicable pedagogical practices incorporated into the redesigned course prompted positive changes in candidate valuation of the course while supporting candidates’ development of theory to practice connections, strategies for bias reduction, and empathy and agency enactment.

Author

• Romena M.G. Holbert, Wright State University