Practitioner Inquiry with Early Program Teacher Candidates

Autor/in	Koomen, Michele Hollingsworth
Titel	Practitioner Inquiry with Early Program Teacher Candidates
Quelle	In: Journal of Education and Training Studies, 4 (2016) 11, S.125-140 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Inquiry; Meta Analysis; Methods Courses; Cognitive Processes; Difficulty Level; Inclusion; Classroom Communication; Discussion (Teaching Technique); Classroom Techniques; Grouping (Instructional Purposes); Preservice Teacher Education; Teaching Methods; Educational Practices; Semi Structured Interviews; Observation; Lesson Observation Criteria; Student Participation; Elementary School Mathematics; Elementary School Science; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Methodisch-didaktische Anleitung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Inklusion; Klassengespräch; Klassenführung; Grouping; Gruppenbildung; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Beobachtung; Unterrichtsmitschau; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elementare Mathematik; Schulmathematik; Pädagogische Kompetenz
Abstract	This meta-analysis reports on the use of practitioner inquiry (PI) with early program teacher candidates in conjunction with elementary science and math methods courses using cognitive load theory as a theoretical framework. The findings suggest that the teacher candidates enhanced their knowledge of practice within practice across 5 dimensions of practice: inclusion, classroom discussion, classroom engagement, understanding student learning and grouping. The sixth outcome provides evidence of the ways that the practitioner inquiry fostered learning about how to learn from practice. Cognitive load theory can be used to explain the difficulty of assimilating theory into practice for emerging teacher candidates. Implications for teacher education are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01