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Immersive Methods Courses for Pre-Service Teachers

Immersive Methods Courses for Pre-Service Teachers. Don DeRosa, Science Methods Professor, SED Carol Jenkins, Language Arts Methods Professor, SED Julia Badiali, 4 th Grade Teacher, Trotter School Brenda Richardson, Science Specialist, Trotter School

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Immersive Methods Courses for Pre-Service Teachers

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  1. Immersive Methods Courses for Pre-Service Teachers Don DeRosa, Science Methods Professor, SED Carol Jenkins, Language Arts Methods Professor, SED Julia Badiali, 4th Grade Teacher, Trotter School Brenda Richardson, Science Specialist, Trotter School Kelly Majmudar, BU/Trotter School Partnership Coordinator

  2. The Problem • Traditional methods courses for pre-service teachers take place on the university campus in isolation of what occurs in elementary school classrooms. • Pre-service teachers imagine or role play what the pedagogy will look like with real students. • “One-third of America’s new teachers leave teaching sometime during their first three years and almost half depart after the first five years,” especially those in low-income urban schools (Fulton, Burns, & Goldenberg, 2005).

  3. Professional Learning Community • Collaboration between institute of higher education (IHE) and urban public school Emerging Methods Program

  4. Trotter Elementary School

  5. Stakeholders

  6. Framework of the Methods Class • Language Arts Methods and Science Methods • Meets one day/week at Trotter School • BU Faculty and Trotter Faculty serve as co-instructors

  7. The Team Kelly

  8. Mutual Benefits • Pre-Service Teachers– merging of practical experience with theory, mentorship of in-service teachers • Trotter Students-- more individualized attention, enthusiastic undergrads, university resources • BU and Trotter Faculty-- professional dialogue about theory and practice

  9. Challenges • Merging the university and public school schedules • Finding time for collaboration and planning • Logistics of transportation • Time and materials divided between physical locations • Model for co-teaching • IHE faculty-- acknowledgement for retention, tenure, and promotion

  10. Early Indicators • Self-efficacy • Interviews with stakeholders • Interviews with practicum students

  11. Evaluation Plans • Compare pre- and post- surveys of pre-service teacher’s science teaching self-efficacy • Compare pre and post surveys of pre-service teachers’ interest in urban teaching placements • Track pre-service teachers for up to five years using the following strategies: • Observation of teaching practice • Collection of lesson plans • Annual testing of self-efficacy, views of the nature of science, and beliefs about teaching science compared to other subjects • Annual interviews • Survey number of teachers who choose urban teaching placements

  12. Implications for Other Programs • Courses for other majors may also benefit from merging theory and practice in a similar model. • Consider: • partnering with businesses • partnering with service sites • offering courses that are co-taught by professionals in the field • offering courses held in authentic settings • Build partnerships from the ground-up • Ensure benefits for all stakeholders

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