TY - JOUR
T1 - Systematically Improving Lessons in Teacher Education
T2 - What's Good for Prospective Teachers is Good for Teacher Educators
AU - Phelps, Christine M.
AU - Spitzer, Sandy M.
N1 - Funding Information:
Preparation of this article was supported, in part, by the National Science Foundation, Grant 0083429 to the Mid-Atlantic Center for Teaching and Learning Mathematics. The opinions expressed in the article are those of the authors and not necessarily those of the Foundation. This article is based on a presentation at the 2010 Annual Meeting of the Association of Mathematics Teacher Educators. We thank James Hiebert, Anne Morris, Dawn Berk, James Beyers, Delayne Johnson, and Elizabeth Sieminski for their help in designing the lessons. We also thank James Hiebert, Alfinio Flores, members of the STaR group, and two anonymous reviewers for their feedback on earlier drafts.
PY - 2012/10
Y1 - 2012/10
N2 - Researchers have advocated building a knowledge base for teacher education based on practitioner knowledge. In this article, the authors, two teacher educators, present knowledge gained from their systematic study of two lessons to help prospective teachers learn to study teaching. They offer a detailed look at the lessons' successes and shortcomings as well as potential revisions. They also reflect on their use of a model for systematically studying lessons, sharing details about their learning during this process. This article attempts to provide a visible, tangible product for other teacher educators interested in helping prospective teachers examine evidence of student learning.
AB - Researchers have advocated building a knowledge base for teacher education based on practitioner knowledge. In this article, the authors, two teacher educators, present knowledge gained from their systematic study of two lessons to help prospective teachers learn to study teaching. They offer a detailed look at the lessons' successes and shortcomings as well as potential revisions. They also reflect on their use of a model for systematically studying lessons, sharing details about their learning during this process. This article attempts to provide a visible, tangible product for other teacher educators interested in helping prospective teachers examine evidence of student learning.
UR - http://www.scopus.com/inward/record.url?scp=84867277148&partnerID=8YFLogxK
U2 - 10.1080/08878730.2012.707759
DO - 10.1080/08878730.2012.707759
M3 - Article
AN - SCOPUS:84867277148
SN - 0887-8730
VL - 47
SP - 328
EP - 347
JO - Teacher Educator
JF - Teacher Educator
IS - 4
ER -