Pub Date : 2021-02-04DOI: 10.1080/01626620.2021.1883151
J. Hilburn, Lisa Buchanan, Wayne Journell
ABSTRACT There is a demographic and democratic imperative for social studies teachers to broach the issue of contemporary immigration in their classrooms. In this study, preservice social studies teachers (PSTs) viewed three documentary films that presented stories of immigration that run counter to the narrative projected by the Trump administration and often presented in mainstream media outlets. Our purpose was to analyze how social studies PSTs responded to these documentaries and how the films influenced their perceptions of current events related to immigration and refugee experiences. Overall, we found that documentary films offer an effective way to provide PSTs with counterstories about immigration that may help shape their classroom teachers’ immigration instruction.
{"title":"Discourses of Immigration and the Mediating Influence of Documentary Films","authors":"J. Hilburn, Lisa Buchanan, Wayne Journell","doi":"10.1080/01626620.2021.1883151","DOIUrl":"https://doi.org/10.1080/01626620.2021.1883151","url":null,"abstract":"ABSTRACT There is a demographic and democratic imperative for social studies teachers to broach the issue of contemporary immigration in their classrooms. In this study, preservice social studies teachers (PSTs) viewed three documentary films that presented stories of immigration that run counter to the narrative projected by the Trump administration and often presented in mainstream media outlets. Our purpose was to analyze how social studies PSTs responded to these documentaries and how the films influenced their perceptions of current events related to immigration and refugee experiences. Overall, we found that documentary films offer an effective way to provide PSTs with counterstories about immigration that may help shape their classroom teachers’ immigration instruction.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1883151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49411310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-03DOI: 10.1080/01626620.2020.1863283
Christopher P. Brown, K. Puckett, David P. Barry, D. Ku
ABSTRACT As policy makers’ neoliberal reforms continue to impact teaching and teacher education, stakeholders across both fields of teaching continue to seek out alternative practices that assist educators in fostering democratic learning experiences for children in schools. However, many continue to struggle with the impact of these reforms on their teaching. Thus, there is a need to better understand how to support preservice teachers in authoring themselves so that they enter the profession in a manner that allows them to speak back to policy makers’ demands and engage in democratic teaching and learning processes with their students. The instrumental case study examined in this article investigated this issue by examining how a sample of preservice teachers in a large urban teacher education program authored themselves as teachers who spoke with and against policy makers’ neoliberal reforms. These findings demonstrate that while preservice teachers appear willing to pursue alternative visions of schooling they still seem to focus on individualized choices in avoiding policy makers’ reforms. Thus, there appears to be opportunities for teacher educators to support preservice teachers in developing the skills required to speak back to policy makers’ neoliberal reforms so that they can author themselves as the teachers they want to be.
{"title":"The Double-voiced Nature of Becoming a Teacher in the Era of Neoliberal Teaching and Teacher Education","authors":"Christopher P. Brown, K. Puckett, David P. Barry, D. Ku","doi":"10.1080/01626620.2020.1863283","DOIUrl":"https://doi.org/10.1080/01626620.2020.1863283","url":null,"abstract":"ABSTRACT As policy makers’ neoliberal reforms continue to impact teaching and teacher education, stakeholders across both fields of teaching continue to seek out alternative practices that assist educators in fostering democratic learning experiences for children in schools. However, many continue to struggle with the impact of these reforms on their teaching. Thus, there is a need to better understand how to support preservice teachers in authoring themselves so that they enter the profession in a manner that allows them to speak back to policy makers’ demands and engage in democratic teaching and learning processes with their students. The instrumental case study examined in this article investigated this issue by examining how a sample of preservice teachers in a large urban teacher education program authored themselves as teachers who spoke with and against policy makers’ neoliberal reforms. These findings demonstrate that while preservice teachers appear willing to pursue alternative visions of schooling they still seem to focus on individualized choices in avoiding policy makers’ reforms. Thus, there appears to be opportunities for teacher educators to support preservice teachers in developing the skills required to speak back to policy makers’ neoliberal reforms so that they can author themselves as the teachers they want to be.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1863283","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44376332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/01626620.2021.1859311
I. Jackson, LeAnn G. Putney
{"title":"Editors’ Notes","authors":"I. Jackson, LeAnn G. Putney","doi":"10.1080/01626620.2021.1859311","DOIUrl":"https://doi.org/10.1080/01626620.2021.1859311","url":null,"abstract":"","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1859311","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41546156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-09DOI: 10.1080/01626620.2020.1848663
Eun-Joo Kim, Sharon M. Pratt
ABSTRACT This qualitative study investigated pre-service teachers’ perceptions toward co-teaching after experiencing co-taught sessions within a special education methods class and literacy methods class. For two semesters, participants included cohort groups in a dual teacher license program in elementary and special education. We gathered information through surveys, exit notes, and focus-group interviews about pre-service teachers’ perceptions of six different types of co-teaching approaches and the impact of co-teaching on students’ learning. After participating in the co-taught lessons, pre-service teachers expressed more positive perceptions toward co-teaching’s impact on student learning, and a greater willingness to implement co-teaching in their future teaching. The results also suggest that a co-teaching instructional approach used within a university classroom affects pre-service teachers’ perceptions of the benefit and intended future use of that co-teaching instructional approach.
{"title":"The Impact on Pre-service Teachers’ Perceptions toward Co-Teaching from Being a Learner in Co-taught College Courses","authors":"Eun-Joo Kim, Sharon M. Pratt","doi":"10.1080/01626620.2020.1848663","DOIUrl":"https://doi.org/10.1080/01626620.2020.1848663","url":null,"abstract":"ABSTRACT This qualitative study investigated pre-service teachers’ perceptions toward co-teaching after experiencing co-taught sessions within a special education methods class and literacy methods class. For two semesters, participants included cohort groups in a dual teacher license program in elementary and special education. We gathered information through surveys, exit notes, and focus-group interviews about pre-service teachers’ perceptions of six different types of co-teaching approaches and the impact of co-teaching on students’ learning. After participating in the co-taught lessons, pre-service teachers expressed more positive perceptions toward co-teaching’s impact on student learning, and a greater willingness to implement co-teaching in their future teaching. The results also suggest that a co-teaching instructional approach used within a university classroom affects pre-service teachers’ perceptions of the benefit and intended future use of that co-teaching instructional approach.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1848663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46130194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1080/01626620.2020.1842821
S. Neugebauer, D. Morrison, V. Karahalios, Evan Harper, Haley Jones, Shauna Lenihan, Fenner Oosterbaan, C. Tindall
ABSTRACT Current teacher preparation programs have received scrutiny for failing to sufficiently support teachers in valuing and developing their knowledge of data literacy. The current study explores a collaborative approach to increasing pre-service teachers’ experiences with data literacy by including under-utilized data experts: school psychologists. Drawing from research on data literacy, activity theory perspectives of horizontal expertise, and field-based models, this study aims to inform teacher preparation curriculum and improve pre-service teacher data literacy. Using survey data, results indicate that pre-service teachers who participated in this K-12 field-based collaborative model increased their beliefs, understandings, and value of data, with the most growth found in confidence and understanding of school-wide data and problem-solving approaches.
{"title":"A Collaborative Model to Support K-12 Pre-Service Teachers’ Data-Based Decision Making in Schools: Integrating Data Discussions across Stakeholders, Spaces, and Subjects","authors":"S. Neugebauer, D. Morrison, V. Karahalios, Evan Harper, Haley Jones, Shauna Lenihan, Fenner Oosterbaan, C. Tindall","doi":"10.1080/01626620.2020.1842821","DOIUrl":"https://doi.org/10.1080/01626620.2020.1842821","url":null,"abstract":"ABSTRACT Current teacher preparation programs have received scrutiny for failing to sufficiently support teachers in valuing and developing their knowledge of data literacy. The current study explores a collaborative approach to increasing pre-service teachers’ experiences with data literacy by including under-utilized data experts: school psychologists. Drawing from research on data literacy, activity theory perspectives of horizontal expertise, and field-based models, this study aims to inform teacher preparation curriculum and improve pre-service teacher data literacy. Using survey data, results indicate that pre-service teachers who participated in this K-12 field-based collaborative model increased their beliefs, understandings, and value of data, with the most growth found in confidence and understanding of school-wide data and problem-solving approaches.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1842821","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41352589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1017/s002205072000056x
Amanda M. Rudolph, Heather K. Olson Beal
The Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program was launched by the United States Department of Labor following the height of the Great Recession from 2008 to 2010 Whereas public and private community colleges and universities were eligible to receive TAACCCT grants, public community colleges made up the preponderance of grantees Beginning with the chapter by McKay and Van Noy (Chapter 1), we learn the magnitude of the TAACCCT grant program in the context of public community college education The grant's goals and activities are described within the larger arena of community college education reform and organizational change, offering lessons from TAACCCT implementation that are salient to the health, economic, and social crisis caused by the coronavirus pandemic [Extracted from the article] Copyright of New Directions for Community Colleges is the property of John Wiley & Sons, Inc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission However, users may print, download, or email articles for individual use This abstract may be abridged No warranty is given about the accuracy of the copy Users should refer to the original published version of the material for the full abstract (Copyright applies to all Abstracts )
{"title":"Editors’ Notes","authors":"Amanda M. Rudolph, Heather K. Olson Beal","doi":"10.1017/s002205072000056x","DOIUrl":"https://doi.org/10.1017/s002205072000056x","url":null,"abstract":"The Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program was launched by the United States Department of Labor following the height of the Great Recession from 2008 to 2010 Whereas public and private community colleges and universities were eligible to receive TAACCCT grants, public community colleges made up the preponderance of grantees Beginning with the chapter by McKay and Van Noy (Chapter 1), we learn the magnitude of the TAACCCT grant program in the context of public community college education The grant's goals and activities are described within the larger arena of community college education reform and organizational change, offering lessons from TAACCCT implementation that are salient to the health, economic, and social crisis caused by the coronavirus pandemic [Extracted from the article] Copyright of New Directions for Community Colleges is the property of John Wiley & Sons, Inc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission However, users may print, download, or email articles for individual use This abstract may be abridged No warranty is given about the accuracy of the copy Users should refer to the original published version of the material for the full abstract (Copyright applies to all Abstracts )","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/s002205072000056x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44538821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-06DOI: 10.1080/01626620.2020.1842820
S. Anderson, Brittany D. Hagen, Kayla D. Smith, C. Whitsel, Stacy K. Duffield
ABSTRACT Evaluating the impact of new teachers on student learning is a requirement for accredited teacher preparation programs. This article shares findings from a mixed methods, multiple case study investigating P-12 student learning in the classrooms of six graduates two-three years after completing a teacher preparation program. Data collection included student engagement surveys, de-identified student growth percentile scores, teacher selected pre-post assessment data, and structured phone interviews with each graduate. Results indicated a majority of students from participants’ classrooms demonstrated learning growth, and participants viewed their teaching as effective. Implications for programs include pre-service opportunities to identify and respond to authentic student engagement and opportunities to build collective teacher efficacy. Additional insights describe pre-service teacher training to measure student progress and measure impact based on classroom assessments. The investigation provides a replicable case study design for teacher educators to examine relationships between teacher preparation, program graduates, and P-12 student outcomes.
{"title":"Multiple Measures of Student Learning: A Case Study Examination of Completer Impact","authors":"S. Anderson, Brittany D. Hagen, Kayla D. Smith, C. Whitsel, Stacy K. Duffield","doi":"10.1080/01626620.2020.1842820","DOIUrl":"https://doi.org/10.1080/01626620.2020.1842820","url":null,"abstract":"ABSTRACT Evaluating the impact of new teachers on student learning is a requirement for accredited teacher preparation programs. This article shares findings from a mixed methods, multiple case study investigating P-12 student learning in the classrooms of six graduates two-three years after completing a teacher preparation program. Data collection included student engagement surveys, de-identified student growth percentile scores, teacher selected pre-post assessment data, and structured phone interviews with each graduate. Results indicated a majority of students from participants’ classrooms demonstrated learning growth, and participants viewed their teaching as effective. Implications for programs include pre-service opportunities to identify and respond to authentic student engagement and opportunities to build collective teacher efficacy. Additional insights describe pre-service teacher training to measure student progress and measure impact based on classroom assessments. The investigation provides a replicable case study design for teacher educators to examine relationships between teacher preparation, program graduates, and P-12 student outcomes.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1842820","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48058030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-16DOI: 10.1080/01626620.2020.1820404
S. Hartman, M. Hess, Charles L. Lowery, Christopher Kennedy, Imran Mazid, Madison Paige McClain, Cathy Mowrer, M. Kennedy
ABSTRACT This research study examines how instructional time is allocated while early childhood teacher candidates are present in mentor teachers’ classrooms as part of clinically-based teacher preparation. Researchers conducted 44 observations in 16 mentor teachers’ classrooms in three public school districts. The observations were quantified and analyzed to shed light on the nature of co-teaching, instructional decision-making, and student-teacher ratios during clinically-based field experiences. The findings reveal that overwhelmingly mentor teachers and teacher candidates use their time together to engage in co-teaching, which creates lower student-teacher ratios and allows for more flexible groupings of students. The study contributes meaningfully to what is known about effective implementation of clinically-based field experiences and suggests implications for positively impacting student learning outcomes.
{"title":"An Examination of Time Allocation in Early Childhood Teacher Candidates’ Clinical Field Placements","authors":"S. Hartman, M. Hess, Charles L. Lowery, Christopher Kennedy, Imran Mazid, Madison Paige McClain, Cathy Mowrer, M. Kennedy","doi":"10.1080/01626620.2020.1820404","DOIUrl":"https://doi.org/10.1080/01626620.2020.1820404","url":null,"abstract":"ABSTRACT This research study examines how instructional time is allocated while early childhood teacher candidates are present in mentor teachers’ classrooms as part of clinically-based teacher preparation. Researchers conducted 44 observations in 16 mentor teachers’ classrooms in three public school districts. The observations were quantified and analyzed to shed light on the nature of co-teaching, instructional decision-making, and student-teacher ratios during clinically-based field experiences. The findings reveal that overwhelmingly mentor teachers and teacher candidates use their time together to engage in co-teaching, which creates lower student-teacher ratios and allows for more flexible groupings of students. The study contributes meaningfully to what is known about effective implementation of clinically-based field experiences and suggests implications for positively impacting student learning outcomes.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1820404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47460583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-06DOI: 10.1080/01626620.2020.1825239
Angela Kraemer-Holland
ABSTRACT This article highlights the capacity of both neoliberal discourse and Teach for America (TFA) in shaping how emergent TFA teachers frame teaching with regard to occupational esteem, occupational status, and occupational prestige. Relevant literature explores the evolution of teaching and teacher preparation in light of neoliberalism, and the organizational structure and positioning of TFA. Qualitative phenomenological interviews focused on participants’ initial educational experiences, TFA participation, and the impact of their experiences on their overall conceptions of teaching. Findings illuminated participants’ concerns over entering teaching due to its seemingly lower occupational stature that TFA would allegedly alleviate, as well as participants’ growing reverence for teaching upon departure, reverence attributed to their teaching experiences irrespective of TFA. This research exposes how TFA and neoliberalism shape our understanding of teaching, and calls our attention to how we can elevate the teaching profession amid a neoliberal discourse that threatens its existence.
{"title":"Skepticism, Gratitude, and the Neoliberal Narrative: TFA Teachers’ Conceptualization of Occupational Stature","authors":"Angela Kraemer-Holland","doi":"10.1080/01626620.2020.1825239","DOIUrl":"https://doi.org/10.1080/01626620.2020.1825239","url":null,"abstract":"ABSTRACT This article highlights the capacity of both neoliberal discourse and Teach for America (TFA) in shaping how emergent TFA teachers frame teaching with regard to occupational esteem, occupational status, and occupational prestige. Relevant literature explores the evolution of teaching and teacher preparation in light of neoliberalism, and the organizational structure and positioning of TFA. Qualitative phenomenological interviews focused on participants’ initial educational experiences, TFA participation, and the impact of their experiences on their overall conceptions of teaching. Findings illuminated participants’ concerns over entering teaching due to its seemingly lower occupational stature that TFA would allegedly alleviate, as well as participants’ growing reverence for teaching upon departure, reverence attributed to their teaching experiences irrespective of TFA. This research exposes how TFA and neoliberalism shape our understanding of teaching, and calls our attention to how we can elevate the teaching profession amid a neoliberal discourse that threatens its existence.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1825239","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43154493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-31DOI: 10.1080/01626620.2020.1812131
Scott Gibbons, Amy N. Farley
ABSTRACT Using video to reflect on practice is an important concept in the field of teacher education because it allows practitioners to review their practice in a timely manner and receive professional feedback from supervisors who are not always able to be physically present during instruction. This article analyzes qualitative data from preservice teachers and university supervisors who took part in a study where preservice teachers used video software to record their instruction, reflect on the recording, send the recording to a supervisor, and then meet with the supervisor to review and discuss essential pedagogical elements. Using video to reflect on practice had a positive impact on preservice teachers’ pedagogical practices, classroom management strategies, and learner engagement methods, suggesting that using video to reflect and to direct can have a positive impact on the development of preservice teachers.
{"title":"Learning to Think like a Teacher: Effects of Video Reflection on Preservice Teachers’ Practice and Pedagogy","authors":"Scott Gibbons, Amy N. Farley","doi":"10.1080/01626620.2020.1812131","DOIUrl":"https://doi.org/10.1080/01626620.2020.1812131","url":null,"abstract":"ABSTRACT Using video to reflect on practice is an important concept in the field of teacher education because it allows practitioners to review their practice in a timely manner and receive professional feedback from supervisors who are not always able to be physically present during instruction. This article analyzes qualitative data from preservice teachers and university supervisors who took part in a study where preservice teachers used video software to record their instruction, reflect on the recording, send the recording to a supervisor, and then meet with the supervisor to review and discuss essential pedagogical elements. Using video to reflect on practice had a positive impact on preservice teachers’ pedagogical practices, classroom management strategies, and learner engagement methods, suggesting that using video to reflect and to direct can have a positive impact on the development of preservice teachers.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1812131","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43937117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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