Preparing preservice teachers to make instructional decisions: An examination of data from the teacher work sample

Teaching and Teacher Education

Volumn 24, Issue 8, 2008, Pages 2108-2117

  Kohler, Frank ^a   Henning, John E ^a   Usma Wilches, Jaime ^b  

^a UNIVERSITY OF NORTHERN IOWA   (United States)

^b UNIVERSIDAD DE ANTIOQUIA   (Colombia)

Author keywords

Instructional decision making; Teacher preparation; Teacher work sample

Indexed keywords

EID: 50849091579     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2008.04.002     Document Type: Article

References (42)

1. Bachor D., and Baer M.R. An examination of preservice teachers' simulated classroom assessment practices. The Alberta Journal of Educational Research 3 (1999) 244-258
2. Ball D.L., and Cohen D.K. Developing practice, developing practitioners: Toward a practice-based theory of professional education. In: Darling-Hammond L., and Sykes G. (Eds). Teaching as the learning profession, handbook of policy and practice (1999), Josey Bass, San Francisco, CA 3-32
3. Bell B., and Cowie B. Formative assessment and science education (2001), Kluwer, Norwell, MA
4. Berliner D. Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology, & Society 24 3 (2004) 200-212
5. Berliner D.C. In pursuit of the expert pedagogue. Educational Researcher 15 7 (1986) 5-13
6. Berliner, D. C. (1988). Memory for teaching events as a function of expertise. Paper presented to the American Educational Research Association, Washington, DC (April).
7. Bernstein-Colton A., and Sparks-Langer G.M. A conceptual framework to guide the development of teacher reflection and decision-making. Journal of Teacher Education 44 1 (1993) 45-54
8. Borko H., and Livingston C. Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal 26 4 (1989) 473-498
9. Carter K., Sabers D., Cushing K., Pinnegar S., and Berliner D. Processing and using information about students: A study of expert, novice, and postulant teachers. Teaching and Teacher Education 3 (1987) 147-157
10. Cochran-Smith M., and Fries K. Researching teacher education in changing times: Politics and paradigms. In: Cochran-Smith M., and Zeichner K.M. (Eds). Studying teacher education: The report of the aera panel on research and teacher education (2005), Lawrence Erlbaum, Mahwah, NJ 69-109
11. Cochran-Smith M., and Lytle S.L. Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education 24 (1999) 249-305
12. Collier S.T. Characteristics of reflective thought during the student teaching experience. Journal of Teacher Education 50 3 (1999) 173-181
13. Corno L., and Snow R.E. Adapting teaching to individual differences among learners. In: Wittrock M.C. (Ed). Handbook of research on teaching. 3rd ed. (1986), Simon & Schuster Macmillan, New York 605-629
14. Dewey J. How we think (1933), Heath, New York
15. Fogarty J.L., Wang M.C., and Creek R. A descriptive study of experienced and novice teachers' interactive instructional thoughts and actions. Journal of Educational Research 77 1 (1983) 22-32
16. In: Girod G.R. (Ed). Connecting teaching and learning: A handbook for teacher educators on teacher work sample methodology (2002), AACTE Publications, Washington, DC
17. Housner L.D., and Griffey D.C. Teacher cognition: Differences in planning an interactive decision-making between experienced and inexperienced teachers. Research Quarterly for Exercise and Sport 56 (1985) 45-53
18. Joyce B., and Showers B. Student achievement through staff development. 3rd ed. (2002), Association for Supervision and Curriculum Development, Alexandria, VA
19. Kagan D.M., and Tippins D.J. Helping student teachers attend to student cues. The Elementary School Journal 91 4 (1991) 343-356
20. Korthagen F.A.J., and Kessels J.P.A.M. Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher 28 4 (1999) 4-17
21. Kusch J.W. The dimensions of classroom assessment: How field study students learn to grade in the middle school classroom. Journal of Educational Thought 33 (1999) 61-88
22. Leahy S., Lyon C., Thompson M., and Wiliam D. Classroom assessment: Minute by minute, day by day. Educational Leadership 63 3 (2005) 19-24
23. Leinhardt G. Novice and expert knowledge of individual student's achievement. Educational Psychologist 18 3 (1983) 165-179
24. Loughran J.J. Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education 53 1 (2002) 33-43
25. McConney A., Shalock M.D., and Schalock H.D. Focusing improvement and quality assurance: Work samples as authentic performance measures of prospective teachers' effectiveness. Journal of Personnel Evaluation in Education 11 (1998) 343-363
26. Montecinos C., Cnudde V., Ow M., Solis M.C., Suzuki E., and Riveros M. Relearning the meaning and practice of student teaching supervision through collaborative self-study. Teaching and Teacher Education 18 7 (2002) 781-793
27. Peterson P.L., and Comeaux M.A. Teachers' schemata for classroom events: The mental scaffolding of teachers' thinking during classroom instruction. Teaching and Teacher Education 3 (1987) 319-331
28. Rodgers C.R. Seeing student learning: Teacher change and the role of reflection. Harvard Educational Review 72 2 (2002) 230-253
29. Schon D.A. The reflective practitioner: How professionals think in action (1983), Basic Books, New York
30. Schalock H.D., and Myton D.V. A new paradigm for teacher licensure: Oregon's demand for evidence of success in fostering learning. Journal of Teacher Education 39 6 (1988) 8-16
31. Scott B.J., Vitale M.R., and Masten W.G. Implementing instructional adaptations for students with disabilities in inclusive classrooms: A literature review. Remedial and Special Education 19 2 (1998) 106-119
32. Shavelson R.J., and Stern P. Research on teachers' pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research 51 (1981) 455-498
33. Shepard L.A. Linking formative assessment to scaffolding. Educational Leadership 63 3 (2005) 66-70
34. Stiggins R.J. Student-involved classroom assessment (2001), Merrill Prentice-Hall, Upper Saddle River, NJ
35. Stiggins R.J., Conklin N.F., and Associates. In teachers' hands: Investigating the practice of classroom assessment (1992), SUNY Press, Albany, NY
36. Stuart J., and Tatto M.T. Designs for initial teacher preparation programs: An international view. International Journal of Educational Research 33 (2000) 493-514
37. The Renaissance Partnership for Improving Teacher Quality Project (2002). The teacher work sample [on-line]. Available: 〈http://fp.uni.edu/itq〉.
38. Villegas-Reimers E. Teacher professional development: An international review of the literature (2003), International Institute for Educational Planning, Paris
39. Westerman D.A. Expert and novice teacher decision-making. Journal of Teacher Education 42 4 (1991) 292-305
40. Wilson S.M., Shulman L.S., and Richert A.E. "150 different ways" of knowing: Representations of knowledge in teachers. In: Calderhead J. (Ed). Exploring teachers' thinking (1987), Cassell, London 104-124
41. Zeichner K.M., and Liston D.P. Teaching student teachers to reflect. Harvard Educational Review 57 1 (1987) 23-48
42. Zeichner K.M., and Liston D.P. Reflective teaching: An introduction (1996), Lawrence Erlbaum Associates, Mahwah, NJ