The purpose of this study was to understand how an instructional intervention with preservice teachers promoted adaptive teaching practices during a student teaching practicum. The study focused on teaching interactions during literacy instruction. The theoretical framework for this study included the following theoretical perspectives: Cultural-Historical Theory (Vygotsky, 1978), Reflective Practice (Dewey, 1933, 1939; Schon, 1983, 1987; Zeichner and Liston, 1996), and Adaptive Expertise and Adaptive Practice (Hatano & Inagaki, 1986; Hatano & Oura, 2003; Parsons, 2012). The participants were preservice teachers in their final semester of an undergraduate teacher preparation program. This qualitative study was designed as a formative experiment for the purpose of developing adaptive practice through the interactions of an instructional intervention designed to accomplish pedagogical goals (Reinking & Bradley, 2008). The six participants of the study were completing a fourteen-week student teaching practicum during the instructional intervention. The instructional intervention had multiple components including self- and peer-analysis of videotaped teaching episodes of each participant, participation in cohort sessions that included discussions and debriefing, observations by the researcher, debriefings with the researcher, written reflections, and participation in an exit interview and Google survey at the conclusion of the study. The findings from this study showed increased knowledge of reflective and adaptive practice as reported by the participants. They identified times when they made adaptations to their teaching, either before, during or after a teaching episode. The descriptions of teaching adaptations ranged in quality from minimally thoughtful to considerably thoughtful. Participants reported an increased use of reflective practice and attributed deeper thinking about their teaching to the written reflections, debriefings with the researcher and cohort session discussions. The participants demonstrated different levels of adaptive practice; however, all participants reported an increase in their ability to be reflective and adaptive in their thinking and their ability to analyze their teaching.

Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing World recommends the creation of an informed teacher education curriculum with the common elements that represent state-of-the-art standards for the profession. Written for teacher educators in both traditional and alternative programs, university and school system leaders, teachers, staff development professionals, researchers, and educational policymakers, the book addresses the key foundational knowledge for teaching and discusses how to implement that knowledge within the classroom. Preparing Teachers for a Changing World recommends that, in addition to strong subject matter knowledge, all new teachers have a basic understanding of how people learn and develop, as well as how children acquire and use language, which is the currency of education. In addition, the book suggests that teaching professionals must be able to apply that knowledge in developing curriculum that attends to students' needs, the demands of the content, and the social purposes of education: in teaching specific subject matter to diverse students, in managing the classroom, assessing student performance, and using technology in the classroom.

The development and implementation of effective teacher education programs requires evaluating current processes and optimizing them for future improvements. This ensures that a higher quality of education is delivered to the next generation of students. Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities is an innovative source of academic information on the establishment of formative feedback processes in teacher education programs. Including perspectives on relevant topics such as video feedback, accreditation, and student literacy, this book is ideal for students, researchers, academics, and professionals actively involved in the education field.

In the face of unprecedented disruption from the COVID-19 pandemic and the rapid acceleration of digital technologies, it is necessary to rethink the competences required by teachers for meeting new and flexible learning demands. Teacher training is an area constantly evolving along with emerging social challenges that are transforming educational institutions and agents. This book provides teachers with skills, innovative solutions, cutting-edge studies, and methodologies to meet education and training system demands. In our changing world, preparing teachers worldwide for the challenges and shifts of this era involves the opportunity to exchange theories, practices, and experiences such as those contained in this book.

Pupils' classrooms are highly variable and teachers have a difficult time addressing the broad range of students' needs in diverse contexts. Additionally, teachers are often not taught how to learn from their own teaching and develop adaptive teaching expertise, a necessary ability for educators in a constantly changing social world. The researcher wondered whether the post-lesson observation conference, within the student teaching practicum, provides opportunities for teachers to learn how to learn. In this case study, the discourse of three student teacher and supervisor dyads, was investigated to identify addressed and unaddressed misconceptions of learning how to teach. Opportunities or barriers to the development of adaptive teaching expertise, based on these addressed or unaddressed misconceptions, were described and intersubjectivity between the dyads was explored. The principle findings of this study support the claim that the post-lesson observation conference provides a space to address misconceptions about learning how to teach, to take advantage of opportunities to develop adaptive expertise, and to strengthen levels of intersubjectivity. In post-conference interviews, participants reported some contrasting understandings about the main topics of discussion, desirable changes to teaching practices, and who controlled the flow and topic selection during the conferences. However, strong levels of intersubjectivity, based on the participants' holistic interpretations of the conference discourse, were achieved during the final conferencing cycle. The researcher posits that the supervisory conference provides a context for learning where student teachers can engage in the meta-cognitive process of publicly voicing their internal decision making with the goal of addressing misconceptions about learning how to learn from their teaching under the guidance of their supervisor. This study contributes to the literature about barriers to teacher learning by identifying and describing three new misconceptions about learning how to learn for the purposes of developing adaptive expertise. Finally, two recommendations are provided; develop a non-sequential conferencing protocol to address misconceptions and promote stronger intersubjectivity, and provide professional development for conference participants to help them transfer control of the conference to the student teacher so that the student teacher can learn how to transform his or her participation within a community of practice. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

This book investigates the ways in which pre-service teachers develop and articulate their professional knowledge by presenting their reflections on contemporary issues and topics they have explored during their own teaching practicums. It uses reflective practice to connect pre-service teachers’ personal backgrounds with their placement experience concerning a self-selected topic, including teacher educators’ reflections on the pre-service teachers’ reports on these placement topics. By illustrating the broad range of issues encountered by pre-service teachers, sharing multiple perspectives on the complexity of classroom practice, and demonstrating the importance of reflective practice, it also provides a valuable mentoring framework. Moreover, the book studies how examining pre-service teachers’ life experience can facilitate in-depth understanding, specifically in the context of pre-service teachers’ reflections on their own practices in different educational settings. In short, the book helps current and prospective pre-service teachers and teacher educators get to know their students and themselves better using reflective practice.

This book presents thirty-one accounts by final-year pre-service teachers, providing guidance and insights for less advanced teacher education students, and illustrating the use of life history and narrative stories as methods for pre-service teachers to explore educational issues in classroom practice. This life-history approach identifies those political, economic, and social forces that have impinged on the individual at different points in their life and contributed to the process of changing their identities. These stories are not written by established specialists in the areas they deal with, but instead by novice teachers at the beginning of their paths towards mastering the intricacies of teaching and learning in school settings. As such the book provides a mentoring framework and a means of helping pre-service teachers share their valuable experiences and insights into aspects such as how to manage practicum requirements. It helps establish a supportive relationship among pre-service teachers, providing them with access to valuable peer experiences. In addition it helps pre-service teachers make sense of their own practicum experiences and reflect on their own beliefs and professional judgement to develop their approaches and solve problems in their own classroom practice.