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Exploring the impact of virtual classroom technology on learning to teach. 1st National TLE TeachLivE ™ Conference “Transferring Ideas to Improve Teacher Practices through Innovative Techniques”. Scott Sander Miami University. The Role of Experiences.
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Exploring the impact of virtual classroom technology on learning to teach 1st National TLE TeachLivE™ Conference “Transferring Ideas to Improve Teacher Practices through Innovative Techniques” Scott Sander Miami University
The Role of Experiences “Teacher Preparation” for preservice teachers begins long before they step into a Methods classroom Apprenticeship of Observation (Lortie, 1975) Experiences as Barriers - Familiarity with classrooms may block the flow of speculation and reflection by which we form new habits of thought and action (Feiman-Nemser, 2012)
The Role of Experiences Preservice teachers have far too many experiences with traditional methods of instruction and not enough experiences with inquiry-based instruction. In order for teachers to utilize inquiry-based instructional techniques, they will require additional experiences for practicing.
Overview • Intervention: TeachLivE as a pedagogical tool for additional experiences teaching inquiry-based lessons • Course: Stresses inquiry-based instruction as part of a constructivist learning framework • Sample: AYA Science Methods students (n=14)
Methodology Quantitative: - Inquiry Teaching Belief (ITB) – (Harwood, Hansen, & Lotter, 2006) *As pre / post test Qualitative: Reformed Teaching Observation Protocol (RTOP) – (Piburn, 2000) Reflective writings Interviews Videotaped sessions
Research Questions How does using TeachLivE impact preservice teachers’ ability to conduct inquiry-based science lessons?
Aspects of Inquiry • Assessing students’ prior knowledge • Using open-ended questions • Guiding a discussion based on student responses
TeachLivE Content: Particulate Nature of Matter (PNM) Task:You will have 8-10 minutes to engage students in discussion using open-ended questions that will allow an assessment of their prior knowledge of PNM.
Unexpected shift: TeachLivE became much more than a pedagogical training tool for preservice teachers. After watching my students in the TeachLivE setting, it became a site of analysis that I was able to use as a window into their minds. What it revealed were objectivist ways of thinking about science, teaching, and learning that had become entrenched in the minds of these preservice teachers due to their numerous years of experience with traditional forms of teaching.
TLE as a site of analysis Bringing the 2 worlds together in TeachLivE Lab – and the clash, turmoil, struggle, and resistance that occurs during this collision… K12 Experiences “Apprenticeship of Observation” Miami Methods Courses (EDT 432)
Research Questions How does TeachLivE influence PSTs conception of learning to teach?
Emergent themes and Discussion of preliminary understandings: The dominant discourses in education that were revealed in TeachLivE practice sessions
Dominant Discourses You did so Good! • “GOOD” = When their performance matched their vision of every other teacher molded into one … playing Simon says • Apprenticeship of Observation manifested in action • Using TeachLivE and cycle of reflection to allow PSTs to exposed this idea of “good” teaching and forced PSTs to deal with its origin
Dominant Discourses NOT in 8 minutes • Transmission model of “education” • Teaching as Telling • The nature of learning • Science as objective, discrete facts for consumption • Despite classroom instruction on constructivism and inquiry … most felt nothing wrong with “teaching” PNM in 8 minutes …
Dominant Discourses Power and Control • Using TeachLivE allowed PSTs to reflect on The Role of a Teacher: • As knowledge Provider? • The purpose of deep content knowledge? • Students learning “on their own”?
Dominant Discourses The Ultimate Trump Card “What’s the point of all this?”
Next Steps with TLE? How can the seeds that were planted from PSTs initial exposures to TeachLivE continue to grow and develop? How can we (as teacher educators) utilize TeachLivE to bring even greater awareness and reflectivity into teacher preparation?