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Learning teaching: reciprocal learning

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This research is a reversal of the traditional concept of the student-teaching research experiment. Instead of studying the clear and stated goal of an apprenticeship, that of a pupil learning

This research is a reversal of the traditional concept of the student-teaching research experiment. Instead of studying the clear and stated goal of an apprenticeship, that of a pupil learning from the tutelage of a master, the focus here is on what a mentor-teacher learns from a student-teacher. During the act of teaching a novice, what can a mentor-teacher learn about her own practice, while demonstrating it to a pre-service teacher? Using the conceptual framework of the National Board for Professional Teaching Standards' Architecture of Accomplished Teaching, and using it within a framework centered around cognitive coaching and reciprocal mentoring, this action research study implemented an intervention that called for series of five cognitive coaching cycles between a mentor- and student-teacher designed to foster dialogue and reflection between them. The ultimate aim of this case study was to help determine what a mentor-teacher learned about her own practice as a result of mentoring a student-teacher. Qualitative data were collected over sixteen weeks in a charter high school. Five findings were identified created after the data were analyzed using a grounded theory approach, and four conclusions were drawn about the intervention's role in the mentor-teacher's reciprocal learning.

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  • 2011

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Teachers taking action with student perception survey data

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As scrutiny of teacher effectiveness increases, there is a greater call for multiple instruments to measure teacher effectiveness and provide robust feedback to support teacher growth and development. Student perception

As scrutiny of teacher effectiveness increases, there is a greater call for multiple instruments to measure teacher effectiveness and provide robust feedback to support teacher growth and development. Student perception surveys, questionnaires completed by K-12 students about their teachers, have increasingly been used to evaluate teachers and provide feedback. Situated in the Mary Lou Fulton Teachers College (MLFTC) at Arizona State University, this action research study used Attribution Theory, Sensemaking Theory, and research on teacher emotion to 1) document the experiences of pre-service teachers as they related to the administration and subsequent results from a student perception survey (SPS), and 2) examine the influence of two online professional development modules created to prepare teachers for the SPS process and make sense of the results. Teacher candidates participated in the SPS process in their final, year-long residency. Results from the mixed-methods study provided evidence that pre-service teachers had both positive and negative experiences that were influenced by the SPS results they received from their students. Also, depending on the results they received, teacher candidates either attributed the cause of the results to themselves or to characteristics of their students. Results from the study also indicate that teacher candidates use few strategies to make sense of the results and used those strategies to varying degrees. Pre-service teachers indicated that they regarded the modules as helpful in the sense-making process. Furthermore, evidence indicates that pre-service teachers value their students’ feedback.

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  • 2017