2010 Transfer Impact: Online Course Participation

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2010 Transfer Impact: Online Course Participation

  1. 1. Transfer Impact: Online Course Participation Diane M. Monico, Assistant Professor Graduate Teacher Education Programs Franklin Pierce University, NH
  2. 2. Research Questions <ul><li>What was the transfer relationship from the experience of constructivist strategies in online coursework to constructivist practices in preservice teaching performance? </li></ul><ul><ul><li>(a) What was the impact of immersion in online coursework on knowledge of constructivist principles among preservice teachers? </li></ul></ul><ul><ul><li>(b) What evidence, if any, of constructivist teaching and learning strategies was found in preservice teachers’ lesson plans? </li></ul></ul>
  3. 3. Qualitative methodology <ul><li>lesson plan analysis using a rubric based on Brooks and Brooks (1999) framework </li></ul><ul><li>interview data collected from the responses of preservice teachers to prompts based on Brooks and Brooks (1999) framework </li></ul><ul><li>interview data collected from student teaching supervisors based on Brooks and Brooks (1999) framework </li></ul>Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: the case for constructivist classrooms, with a new introduction by the authors . Alexandria, VA: Association for Supervision and Curriculum Development .
  4. 4. Participants 8 preservice teachers and their student teaching supervisors
  5. 5. Study participants’ coursework experience
  6. 6. Principle percentages for preservice teacher responses
  7. 7. Comparison of preservice teacher and student teaching supervisor responses
  8. 8. Themes and sub-themes for secondary Research Question 1
  9. 9. Summary of sub-themes for secondary Research Question 1
  10. 10. Lesson plan component analysis for preservice teachers’ 24 lesson plans
  11. 11. Finding One <ul><li>Preservice teachers who had experienced online coursework most frequently reported using the constructivist teaching practice of “valuing their students’ point of view” in lesson plan design and implementation. </li></ul>
  12. 12. Finding Two <ul><ul><li>Student teaching supervisors reported observing constructivist teaching practices in the lesson plan design and lesson implementation of pre-service teachers who experienced online coursework. </li></ul></ul>
  13. 13. Finding Three <ul><li>There was discrepancy between the pre-service teacher and student teaching supervisor reports on constructivist practice. </li></ul>
  14. 14. Finding Four <ul><li>Some pre-service teachers who had experienced constructivist strategies in their online coursework recognized the strategies but did not exhibit significant constructivist strategies in their student teaching experiences. </li></ul>
  15. 15. Finding Five <ul><li>Pre-service teachers who had experienced constructivist strategies in their online coursework used constructivist practices in their classroom but did not always recognize their own use of the constructivist teaching practices. </li></ul>
  16. 16. Recommendations for Teacher Education Programs <ul><li>Online course design for preservice teachers must be purposely crafted to reflect best practices in constructivist pedagogy. </li></ul><ul><li>Teacher education programs must capitalize on the learning strategy of reflective practice in both online coursework and during the student teaching experience. </li></ul>
  17. 17. Recommendations for Future Research <ul><li>What is the impact of constructivist experiences in online coursework on constructivist practices in teaching performance several years into a full time teaching position? </li></ul><ul><ul><li>Are the constructivist practices that emerged in this study continued? </li></ul></ul><ul><ul><li>Are the constructivist practices that emerged in this study more richly implemented? </li></ul></ul><ul><ul><li>Are constructivist practices expanded to include strategies not attempted during the student teaching experience? </li></ul></ul>
  18. 18. Recommendations for Future Research (continued) <ul><li>Several years from now how do the preservice teachers relate the relationship between their online course experience and the constructivist practices in their own classrooms? </li></ul><ul><li>How do the reflections on their online learning experiences in this study compare with reflections they make several years into a full time teaching position? </li></ul>
  19. 19. Recommendations for Future Research (continued) <ul><li>What are the obstacles for preservice teachers implementing constructivist practices in their classrooms after they have been exposed to constructivist strategies in the online learning environment? </li></ul><ul><li>How do student teaching supervisors support emerging constructivist strategies for their preservice teachers? </li></ul>
  20. 20. Conclusion <ul><li>Any effort made to understand and encourage best practices in teaching is an investment in every learner no matter the role in the classroom. </li></ul>
  21. 21. Dissertation Citation <ul><li>Monico, D.. A study of the transfer impact of online course participation on constructivist practices in preservice teacher performance. Ph.D. dissertation, Capella University, United States -- Minnesota. Retrieved September 7, 2010, from Dissertations & Theses @ Capella University.(Publication No. AAT 3412482). </li></ul>

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