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Program Design as a Learning to Teach Process for
Teacher Educators
Dr. Jessica Rivera-Mueller
Dr. Amy Piotrowski
Utah Sta...
Our Teaching Contexts
Land grant university that consists of campuses located all
around the state: “One university geogra...
A Context for Learning to Teach preservice teachers
In this presentation, we examine our process of teaching a
methods cou...
Lauren Gatti’s Framework
Teacher education to what end?
● Programmatic Resources
● Disciplinary Resources
● Relational Res...
Reflecting on Our Experiences
In our learning-to-teach process, we brought our resources to
the methods and clinical cours...
What Programmatic Resources & Experiences do
Learners Need?
● Field placements with good cooperating teachers
● Support fr...
How do we work with Learners’ Knowledge?
● Have our students think through their experiences, both
going into the teaching...
How can we foster Learners’ Professional Judgement?
● Having our students (preservice teachers) get to know
their students...
Learning from Our Work
● Ensuring clinical field experience meshes with methods
courses so students apply what they’re lea...
Questions?
● Dr. Jessica Rivera-Mueller
○ jessica.riveramueller@usu.edu
● Dr. Amy Piotrowski
○ amy.piotrowski@usu.edu
○ Tw...
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NCTE Clinical Course Presentation

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NCTE 2017

Published in: Education
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NCTE Clinical Course Presentation

  1. 1. Program Design as a Learning to Teach Process for Teacher Educators Dr. Jessica Rivera-Mueller Dr. Amy Piotrowski Utah State University
  2. 2. Our Teaching Contexts Land grant university that consists of campuses located all around the state: “One university geographically dispersed.” ● Jessica - university’s main campus in Logan, UT ● Amy - based at regional campus, students are all around state, courses taught online and over interactive video conference technology, many students non-traditional
  3. 3. A Context for Learning to Teach preservice teachers In this presentation, we examine our process of teaching a methods course titled “Teaching Literacy and Diverse Classrooms” and a clinical field experience course. These two courses are in the process of becoming paired so that students can take them concurrently. The clinical course was first taught during the Fall 2016 semester, our first semester in the department.
  4. 4. Lauren Gatti’s Framework Teacher education to what end? ● Programmatic Resources ● Disciplinary Resources ● Relational Resources ● Experiential Resources ● Dispositional Resources Source: Toward a Framework of Resources for Learning to Teach.
  5. 5. Reflecting on Our Experiences In our learning-to-teach process, we brought our resources to the methods and clinical courses and accepted Gatti’s call to “think of our programs as recursive spaces where we learn about what our novice teachers bring with them, and orient programmatic experiences so that we can contribute substantively to our students’ relational, experiential, disciplinary, and dispositional resources” (149).
  6. 6. What Programmatic Resources & Experiences do Learners Need? ● Field placements with good cooperating teachers ● Support from university faculty ● Opportunities to apply methods learned in courses during clinical field experiences ● Guidance on reflecting on one’s teaching ● Self-Defined Goals: We shifted our emphasis from completing teaching tasks to inquiring into teaching and learning (i.e. Letter of Introduction assignment).
  7. 7. How do we work with Learners’ Knowledge? ● Have our students think through their experiences, both going into the teaching profession and during the clinical experience ● Inquiry Journals & Whole Class Responses ○ What is the idea, question, or issue? Please describe the matter. ○ Why is this idea, question, or issue important for you and other teachers to notice and explore? What’s at stake for different stakeholders if we do or do not attend to this matter? ○ What educational theories or principles are shaping your understanding of this idea, question, or issue?
  8. 8. How can we foster Learners’ Professional Judgement? ● Having our students (preservice teachers) get to know their students ● Ending semester with reflection ● Holistic Feedback during End of Semester Conference ○ Themes in Students’ Work ○ Areas of Strength ○ Areas for Further Development
  9. 9. Learning from Our Work ● Ensuring clinical field experience meshes with methods courses so students apply what they’re learning ● Importance of teacher educators building relationships with cooperating teachers ● Letting go of my teacher categories to make the clinical more learner-centered ● Maintaining a critical awareness of institutional initiatives
  10. 10. Questions? ● Dr. Jessica Rivera-Mueller ○ jessica.riveramueller@usu.edu ● Dr. Amy Piotrowski ○ amy.piotrowski@usu.edu ○ Twitter: @piotrowskiamy

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