Learning as you Teach

Abha Singh, Megan Lyons

Abstract


Researchers and practitioners have become interested in strategies teacher preparation programs implement to assist novice teachers with analyzing their teaching.  While many new educators have not been afforded ample opportunities to analyze student work, they acquire expertise in this area. However, new teachers often lack the knowledge to incorporate the constructivist model of teaching.  The constructivist model benefits the teacher and the student; the teacher is better able to analyze their practice and the student is afforded deeper learning opportunities. A case study was conducted using the ESTEEM instrument to determine the ideal practices of science teachers from a constructivist perspective.  There were 31 teachers in the study, and seven of the participants averaged 3.9 or higher on all three instruments, placing them in the proficient range.  Teachers, including novices engage in some kind of informal and intuitive reflection, intentional and systematic attention to the cause and effect relationship should be taught and emphasized in teacher preparation programs.


Keywords


Teacher preparation programs, constructivist, analysis of teaching, deeper learning opportunities

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References


References

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