Pre-service teachers’ impact on student learning: planning, teaching, and assessing during professional practice

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Abstract

This paper reports a pilot study to investigate four pre-service teachers’ reports of their impact on student learning while they completed a four-week professional experience block. We used Hiebert, Morris, Berk, and Jansen’s (2007) framework for teacher preparation to analyse the how the participants planned, assessed and reflected on a lesson sequence. Data collected were the pre-service teachers’ learning diary entries completed during the four-week block and an online questionnaire and interview completed at the end of the teaching block. Results indicate that the pre-service teachers struggled to identify clear learning goals for students which adversely impacted their ability to plan their lessons and assess students’ learning. Implications for teacher education programs are discussed.
LanguageEnglish
Article number5
Pages66-81
Number of pages16
JournalAustralian Journal of Teacher Education
Volume44
Issue number2
DOIs
Publication statusPublished - Feb 2019

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education

Cite this

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title = "Pre-service teachers’ impact on student learning: planning, teaching, and assessing during professional practice",
abstract = "This paper reports a pilot study to investigate four pre-service teachers’ reports of their impact on student learning while they completed a four-week professional experience block. We used Hiebert, Morris, Berk, and Jansen’s (2007) framework for teacher preparation to analyse the how the participants planned, assessed and reflected on a lesson sequence. Data collected were the pre-service teachers’ learning diary entries completed during the four-week block and an online questionnaire and interview completed at the end of the teaching block. Results indicate that the pre-service teachers struggled to identify clear learning goals for students which adversely impacted their ability to plan their lessons and assess students’ learning. Implications for teacher education programs are discussed.",
author = "Michael Cavanagh and Jennifer Barr and Robyn Moloney and Rod Lane and Iain Hay and Hye-Eun Chu",
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