Catálogo de publicaciones - revistas

<jats:p> Preservice practicum supervision is often carried out by special supervisory staff rather than by tenured or tenure-track education faculty. Some researchers feel this creates an unfortunate separation between the campus program and the practicum and results in lost opportunities to strengthen the school-university partnership. Five years ago, in an elementary preservice cohort program, the authors adopted a policy of heavy involvement in practicum supervision by all members of their faculty team; the authors also devised ways of supporting the faculty in their supervision. Over the past 4 years, the authors studied the effects of applying this model; it was found to strengthen the school-university partnership, enhance both the practicum and the campus program, and help faculty grow in knowledge and understanding of schooling. However, the approach was time-consuming and presented some other challenges for faculty. If it is to be adopted widely in preservice education, stronger institutional support is needed. </jats:p>

<jats:p> Mentoring is often portrayed as an unqualified good. Teacher educators claim that mentoring holds promise for beginning teacher development, increased retention of novice teachers, and mentorteacher improvement. Drawing on positioning theory, this study describes negotiation of power and position in a failed triad composed of a public school mentor, a university mathematics supervisor, and an intern teacher. Data reveal how each member of the triad sought to make sense of his or her experience and to accomplish desired aims. The activity of positioning and being positioned within the triad profoundly shaped each participant’s experience and ultimately interfered with the intern’s induction into teaching. </jats:p>

<jats:p> History classrooms remain stubbornly resistant to instructional change. We explored whether using classroom video to help teachers identify curriculum-embedded opportunities for student discourse improved their understanding and facilitation of document-based historical discussions. We observed a relationship between teachers’ capacity to notice curriculum-embedded opportunities for student discourse in classroom videos and their growth in enacting document-based history discussions. For three of four teachers, the intervention appeared to improve both their analysis of document-based discussion facilitation and their enactment of the practice. Teachers’ incoming proficiency and familiarity with document-based history instruction appeared to inform their experience throughout the intervention. We discuss implications for practice and future research on professional development for history teachers. </jats:p>

<jats:p> Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology. </jats:p>