Examining Models of Teaching for Candidate and Student Learning
Examining Models of Teaching for Candidate and Student Learning, Part 1
Wednesday, April 26, 2023 | 12:00-1:30 P.M. ET
Educator preparation programs grounded in the science of learning and development (SoLD) are designed so that instructors, supervisors, and cooperating teachers model and unpack approaches they expect teacher candidates to use in practice. This modeling can include student learning through approximations of teaching such as rehearsals, one-on-one simulations between student teachers and teacher educators, and practice-focused coursework using video or transcripts.
Typically, approximations of teaching are facilitated outside of classroom contexts and away from pre-k-12 students so as to make it possible to slow down the work of teaching and allow novices space to build their repertoire. There are, however, big tradeoffs involved in this approach. When approximations occur out-of-context by design, how can teacher educators position teaching practice as work that is both contextually-dependent and co-constructed with students? This presentation explores this challenge using videos of novice teacher practice and through rich discussion with participants about teacher educator pedagogy.
- Sarah Schneider Kavanagh, Associate Professor, University of Pennsylvania Graduate School of Education
Examining Models of Teaching for Candidate and Student Learning, Part 2
Friday, April 28, 2023 | 3:00-4:30 P.M. ET
Powerful teacher preparation programs provide students with accessible educational experiences that take into consideration the variety of their backgrounds, abilities and learning styles. How can we create more accessible activities and assignments in teacher education programs? How do we model for teacher educators the effective practices that they can use in their own classrooms for empowering teaching and learning? In this EdPrepLab Learning Cafe, Rae Leeper, Bank Street faculty member in the Early Childhood General and Special Education program, shares some thinking and practical approaches to increasing access for teacher educators in the graduate school classroom and discuss what Universal Design for Learning looks like in the graduate school space. Rae was the recipient of the Outstanding Dissertation Award from the Disabilities Studies in Education SIG from AERA in 2022. Their research is theoretically grounded in an intersectional framing of Disability Studies and Disability Studies in Education , specifically the intersections of feminist theory, queer theory and DisCrit (Disability Studies and Critical Race Theory).
- Rae Leeper, Faculty, Early Childhood, Special, and General Education, Bank Street College of Education
For more information regarding Learning Cafés, please contact Beatrice Benavides.