Judy Wedman

A process for understanding how a field‐based course influences teachers’ beliefs and practices

Abstract This study examined changes in teachers’ beliefs and practices using video to enhance self‐evaluation and guided reflection. Participants (N = 11) were enrolled in afield‐based intensive reading methods course that included a practicum component. Pre‐ and post‐data were collected from four sources: (a) a teaching‐beliefs questionnaire, (b) videotapes of two teaching episodes, (c) videotapes of two post‐teaching reflective conferences, and (d) a videotaped portfolio presentation. Analysis followed the method developed by Menges and Rando (1989) to categorize espoused and implicit theories of teaching. In addition, four cases were analyzed for in‐depth descriptions of the change process (Merriam, 1988). Multicase analysis provided insight into how teacher change occurred through opportunities for guided reflection.

A Little TLC (Technology Learning Cycle) as a Means to Technology Integration

Discussion and ConclusionsJackie and Larry represented widely differing entry-level technology skills at the onset of PT3 grant faculty development activities. The descriptions of their technology learning activities illustrate how the TLC can he used effectively for individuals with varying entry-level skills and technology learning goals. Although both faculty members were successful in creating technology-based enhancements for their targeted pre-service teacher methods courses, and both engaged with the TLC, their interactions with the TLC cycles varied substantially. • Jackie concentrated more on basic skill development (e.g. PowerPoint, scanning. The TLC provided a framework for in-depth learning on effective integration of technologies into pre-service teacher methods courses and functioned well for two teachers with radically different incoming skill and interest levels. Further, quantitative data from Larry and Jackie’s entire cohort indicates that overall, cohort faculty reported considerable increases in integrating technology in their targeted courses and increased reflection on new uses of technology after one year of PT3 participation. Student data confirmed technology application in these courses, and over three-fourths of students agreed that the instructor was excited about the technology used in this course. Such data suggests that the TLC could be effectively implemented at other institutions when similar support mechanisms are made available to faculty.

The Effect of Training on the Questions Preservice Teachers Ask during Literature Discussions.

Abstract The study Investigated differences in questions developed and asked by preservice teachers during literature set discussions. Participants included treatment groups A (n = 12) and B (n = 12) and comparison group B (n = 12). Treatment for group A consisted of Instruction in formulating and using TBIQ and PKBIQ. Treatment for group B included instruction in rewriting questions provided in a basal reader teachers guide. Data were collected from (a) written lists of questions participants prepared for use in literature discussion sessions and (b) audio‐recordings made during literature discussions. Quantitative and inferential procedures were used to analyze the data. Results indicated that preservice teachers’ questioning practices can be influenced by training and practice. Implications were that classroom reading instruction and students’ reading achievement may be enhanced through teacher questioning practices.