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Design Principles to Promote Adaptive Teaching Through Practice-Based Research in Teacher Education
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Author(s): Catherine Lammert (Texas Tech University, USA), Vickie C. Godfrey (Eastern Kentucky University, USA), James V. Hoffman (University of North Texas, USA)and Erica Holyoke (University of Colorado, Denver, USA)
Copyright: 2024
Pages: 26
Source title:
Transforming Teacher Preparation Through Identity, Development, and Effective Technologies
Source Author(s)/Editor(s): Denise LaVoie Sargent (Fitchburg State University, USA)and Kristin M. Murphy (University of Massachusetts, Boston, USA)
DOI: 10.4018/979-8-3693-1806-5.ch007
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Abstract
There is a legacy of teachers conducting research on their own practices to improve the efficacy of instruction and build professional identities as teachers. However, the inclusion of practice-based research in preservice teacher education programs remains rare. One challenge is the lack of evidence-based recommendations for structuring these experiences. To address this gap, this chapter reports on a study that used qualitative design/development methods informed by cultural historical activity theory. A three-semester long study was conducted with preservice teachers who conducted practice-based research. Design/development analysis was used to identify ten design principles for teacher educators who include research in preservice programs. These include introducing concepts over multiple semesters, conducting practice-based research in a shared instructional context prior to conducting it independently, and ensuring that preservice teachers retain control over their practice-based research topics while getting support with methodological processes.
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