TE 971 Teacher Learning in School Settings
Spring, 1997
|
Cheryl Rosaen Meeting Place and Time |
Overview of the Course
Topics and Issues. A prospective or practicing teacher, with continuous experience, is forming and reforming habits of thought, action, and interaction within an environment. That emerging experience may limit or foster teachers' growth. Understanding and supporting school-based learning of beginning and experienced teachers requires inquiry into several kinds of questions.
One set of questions has to do with how professional learning is conceptualized: What do we mean by "learning"? What sorts of things do teachers learn in schools, and what would constitute evidence of learning? Are all learning experiences equally valuable and meaningful? What factors must be taken into consideration to understand professional learning? What do teachers bring to their work that may influence their growth? How do issues of power, authority, gender, diversity, and teachers' personal histories impact teacher learning? These questions will help us consider ways in which teachers' learning needs may evolve across their career and ways in which their school-based learning can be enhanced.
Another set of questions relates to the social, political, cultural, and contextual issues that may influence teachers' development--classroom, school, community, the larger society, the teaching profession: Which aspects of the classroom, school, and community are supportive of or barriers to teacher learning, and why? In learning to teach, what can best be learned in schools? How can schools become professional learning communities where teachers learn from and with one another? Instead of looking at how teachers are influenced by such issues, we will examine ways in which teachers are in relation to them, and the consequences for their learning in schools.
We will also consider a set of questions that focuses more particularly on guided practice, close-to-the-classroom work with teachers aimed at improving their teaching. We will use the label "guided practice" to distinguish it from independent learning from teaching and from other forms of teacher education that are not situated in teachers' classroom work. Guided practice is carried out by various educators (e.g., university field instructors, classroom teachers, principals, staff developers) under various labels (e.g., collaborative inquiry, clinical supervision, coaching, mentoring, advising). While all these approaches rely on observation and conversation as critical tools for improving teaching, the meaning of instructional improvement and the purposes and forms of watching and talking vary.
To help you develop a principled stance toward guided practice, we will examine several questions: What role can/should guided practice play in fostering teacher learning at different career stages? What forms should guided practice take across the career stages? What are the special contributions of university field instructors and cooperating teachers in supporting preservice teachers' learning? What should experienced teachers help novices learn about teaching and about being a teacher? How can observation, conversation, writing, and collaborative inquiry foster teacher learning and improve teaching? What are issues, tensions, and dilemmas inherent in a guided practice relationship? By considering these issues you will have the opportunity to develop a clearer understanding of perspectives on teaching, professional knowledge, and learning to teach that undergird models of guided practice. You will also have the opportunity to develop a clearer idea about what guided practice can and should accomplish and what kinds of practical dilemmas it raises.
Organization. The course is organized into two parts. In the first part (weeks 1-4) we will read a variety of literature that discusses various definitions and aspects of professional learning. We will try to understand professional learning as it takes place in the nested contexts in which teachers work--classroom, school, community, and society--and consider what is important about those contexts in understanding and supporting teacher learning. We will also bring into our discussions several "dimensions" that cut across teacher learning. These include the personal qualities and histories teachers bring to their work (e.g., diversity and ways of knowing) and the social, political, and cultural aspects of the work of teaching (e.g., authority, power, legitimacy, organization, norms, roles and relationships). We will use the ideas and arguments in the readings to understand and interpret a set of cases of teacher learning that take place in a variety of contexts and include stories of preservice, beginning and experienced teachers.
In the second part of the course (weeks 5-15) we will use a conceptual framework for looking critically at different approaches to and instances of guided practice. The framework is organized in a set of facet statements that identify critical elements or aspects of guided practice. By reading and discussing descriptions of different models and cases of teacher learning, we will consider the role, tensions and dilemmas of guided practice in fostering teacher learning at different career stages. We will also compare and contrast different models of guided practice (e.g., clinical supervision, advisory work, coaching, collaborative inquiry), clarifying underlying assumptions about teaching and learning to teach and evaluating their potential to improve the quality of teaching and support teacher learning.
Course Requirements and Grading
Final course grades will be based on the following requirements for a total of 100 possible points:
1. Attendance and Participation (10 points): Because the course is a seminar, your regular and active participation in reading and discussion is important for your own learning and the learning of others. The amount of reading has been designed to give you adequate time to read carefully, write reflective pieces, and come to class prepared to engage in discussions.
2. Teacher Learning Project Proposal (10 points): Early in the course you will write a brief proposal in which you identify a site for your Teacher Learning Project and develop questions for your inquiry. Due February 5.
3. Reflections on Readings (25 points): You will write several short (2-3 typed pages) reflective pieces in which you appraise and critique ideas and arguments discussed in the readings and cases. The first two pieces will be written on assigned topics and the remaining pieces will be on topics of your own choice regarding one or more of the assigned readings for a particular week. Full credit will be assigned for pieces that are turned in on time and that show serious engagement with the topic through a discussion that has sufficient depth. (See course schedule for due dates).
4. Midterm Examination (20 points): The midterm will provide an opportunity to draw upon course readings and class discussions to define and characterize your own understanding of professional learning in school settings. This will include appraising the ideas discussed in the readings and further developing your own ideas. The midterm will be distributed February 12 and is due in class February 26.
5. Teacher Learning Project/Final Exam (35 points): The Teacher Learning Project involves a study of an approach to fostering professional learning in school settings, your own or someone else's. The project has two parts. Part 1 (20 points) includes a description and analysis of the professional learning situation, focusing on aspects of guided practice highlighted in your questions developed in your proposal. Part 2 (15 points) involves an appraisal of the approach, drawing on readings and ideas from the course. Separate grades will be given for each part. We will work on the project together in class. Due Monday, April 28 by 5 p.m.
Required Readings
A course reading packet is available at Budget Printing, 974 Trowbridge Road, Telephone 351-5060.
Two books have been ordered for the course and are available at the International Center Bookstore:
Dewey, J. (1938). Experience and education. New York: Collier MacMillan Publishers.
Schon, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
TE 971: Teacher Learning in School Settings
Schedule
Spring 1997
Date |
Topic and Readings |
Assignment Due |
| Week
1 January 8 |
COURSE INTRODUCTION Course Introduction Course Syllabus and Schedule |
|
| Week
2 January 15 |
WHAT IS PROFESSIONAL LEARNING IN SCHOOL SETTINGS?
• Noddings, N. (1986). Fidelity in teaching, teacher education and research on teaching. Harvard Educational Review, 56: 496-510. • Clandinin, D. J. & Connelly, F. M. (1996). Teachers' professional knowledge landscapes: Teacher stories--stories of teachers--school stories--stories of schools. Educational Researcher, 25: 24-30.
Cases • Webb, K., & Blond, J. (1995). Teacher knowledge: The relationship between caring and knowing. Teaching and Teacher Education, 11: 611-625. • Conle, C. (1996). Resonance in preservice teacher inquiry. American Educational Research Journal, 33: 297-325. |
Reflective Piece #1: Select
two readings to discuss. From the perspective of
a teacher educator, appraise the authors'
conceptions of professional learning in relation
to their accuracy, usefulness, and thoroughness. Guidelines for Teacher Learning Project Proposal distrubuted |
| Week
3 January 22 |
• Kessels, J. P. & Korthagen, F. A. (1996). The relationship between theory to practice: Back to the classics. Educational Researcher, 25: 17-23. • Leinhardt, G., Young, K. M., & Merriman, J. (1995). Integrating professional knowledge: The theory of practice and the practice of theory. Learning and Instruction, 5: 401-408.
Cases • Featherstone, H. (1992). Learning from the first years of teaching: The journey in, the journey out, NCRTL Special Report. Michigan State University: National Center for Research on Teacher Learning. • Anyon, J. (1994). Teacher development and reform in an inner-city school. Teachers College Record, 96: 14-31. • Zeichner, K. & Melnick, S. (1996). Community field experiences and teacher preparation for diversity: A case study. In D. J. McIntyre & D. M. Byrd (Eds.), Preparing tomorrow's teachers: The field experience, pp. 41-61. Thousand Oaks, CA: Corwin Press. |
Reflective Piece #2: What issues about teacher learning are raised in the background readings? How do these issues help you interpret one or more of the cases? |
Date |
|
Assignment Due |
| Week
4 January 29 |
• Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19: 10-18. • Borko, H. & Putnam, R. (1995). Expanding a teacher's knowledge base: A cognitive psychological perspective on professional development. In T. R Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices, pp. 35-65.
Cases • Carpenter, T. P., Fennema, E., Peterson, P.L., Chiang, C., & Loef, M. (1989). Using knowledge of children's mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26: 499-531. • Nichols, S., Tippins, D. J., & Crockett, D. (1996). Educational environments for the teaching and learning of elementary science: Questions of fit. In D. J. McIntyre & D. M. Byrd (Eds.), Preparing tomorrow's teachers: The field experience, pp. 243-270. Thousand Oaks, CA: Corwin Press. |
Reflective Piece #3 (open topic) |
| Week
5 February 5 |
Background Readings • Dewey, J. (1938) Experience and education. New York: Collier. Chapters 2, 3, and 6 • Buchmann, M. (1990). Making new or making do: An inconclusive argument about teaching, Issue Paper 90-7. Michigan State University: National Center for Research on Teacher Learning.
Cases • Apelman, M. (1986) Working with teachers: The advisory approach. In K. Zumwalt (Ed.), Improving teaching: 1986 ASCD Yearbook, pp. 115-129. Alexandria, VA: Association for Supervision and Curriculum Development. • Stallings, J. (1986). Using time effectively: A self-analytic approach. In K. Zumwalt (Ed.), Improving teaching: 1986 ASCD Yearbook, pp. 15-27. Alexandria, VA: Association for Supervision and Curriculum Development. |
Teacher Learning Project Proposal Due |
Date |
|
Assignment Due |
| Week
6 February 12 |
Background Readings • Dewey, J. (1964/1904). The relation of theory to practice in education. In R. Archambault (Ed.), John Dewey on education: Selected writings, pp. 313-338. Chicago: University of Chicago Press. • Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3: 149-164.
Cases • Feiman-Nemser, S. & Buchmann, M. (1987). When is student teaching teacher education? Teaching and Teacher Education, 3: 225-273. • Feiman-Nemser, S. & Buchmann, M. (1986). Pitfalls of experience in teacher preparation. In J. D. Raths & L. G. Katz (Eds.). Advances in teacher education, Volume 2, pp. 61-73. Ablex. |
Reflective Piece #4 (open
topic) Midterm Examination Distributed |
| Week
7 February 19 |
WHAT IS GUIDED PRACTICE AND HOW CAN IT BE 'EDUCATIVE'? Background Readings • Feiman-Nemser, S., & Rosaen, C. L. (1994). Guided learning from teaching: A fresh look at a familiar practice. Guiding teacher learning: Insider studies of classroom-based work with teachers, CP 94-1, pp. 3-19. Michigan State University: National Center for Research on Teacher Learning.
Cases Denyer, J. (1994). Constructing a practice: How an educational vision shapes the work of a field instructor and her teacher candidate. In Guiding teacher learning: Insider studies of classroom-based work with teachers, CP 94-1, pp. 43-51. Michigan State University: National Center for Research on Teacher Learning. Schwille, S. (1994). Louise and me. In Guiding teacher learning: Insider studies of classroom-based work with teachers, CP 94-1, pp. 31-42. Michigan State University: National Center for Research on Teacher Learning. |
Begin data collection for Teacher Learning Project |
Date |
Topics and Readings |
Assignment Due |
| Week
8 February 26 |
GUIDING THE LEARNING OF PRESERVICE TEACHERS IN SCHOOL SETTINGS: COLLABORATIVE INQUIRY
• Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42: 104-118. • Cochran-Smith, M. (1991). Learning to teach against the grain. Harvard Educational Review, 61: 279-310.
Case: • Phelan, A., McEwan, H., & Pateman, N. (1996). Collaboration in student teaching: Learning to teach in the context of changing curriculum practice. Teaching and Teacher Education, 12: 335-353. |
Midterm Examination Due Continue data collection for Teacher Learning Project |
| Spring
Break March 4-8 |
||
| Week
9 March 12 |
Background Reading • Hogan, P. (1983). The central place of prejudice in the supervision of student teachers. Journal of Education for Teaching, 9: 30-45.
Cases • Stanulis, R. N. (1994). Fading to a whisper: One mentor's story of sharing her wisdom without telling answers. Journal of Teacher Education, 45: 31-38. • Gore, J. (1991). Practicing what we preach: Action research and the supervision of student teachers. In B. R. Tabachnich & K. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education, pp. 253-272. New York: The Falmer Press. • Stanulis, R. (1995). Action research as a way of learning about teaching in a mentor/student teacher relationship. Action in Teacher Education, 16: 14-24. |
Reflective Piece #5 (open
topic) Continue data collection for Teacher Learning Project |
Date |
Topic and Readings |
Assignment Due |
| Week
10 March 19 |
GUIDING THE LEARNING OF BEGINNING TEACHERS: MENTORING AND ADVISING
• Manolakes, T. (1977). The advisory system and supervision. In K. Devaney (Ed.), Essays on teachers' centers, pp. 103-111. San Francisco, CA: Far West Laboratory for Educational Research and Development. • Little, J. W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educators' handbook: A research perspective, pp. 491-518. New York: Longman.
Cases • Apelman, M. (1980). Step by step: A case history of advisory work. Outlook, 38. • Beasley, K., Corbin, D., Feiman-Nemser, S., & Shank, C. (1996). "Making it happen": Teachers mentoring one another. Theory into Practice, 35: 158-164. • Feiman-Nemser, S. (1992). Helping novices learn to teach: Lessons from an experienced support teacher, Research Report 91-6. Michigan State University, East Lansing, MI: National Center for Research on Teacher Learning. • Ponticell, J. A. & Zepeda, S. J. (1996). Making sense of teaching and learning: A case study of mentor and beginning teacher problem solving. In D. J. McIntyre & D. M. Byrd (Eds.), Preparing tomorrow's teachers: The field experience, pp. 115-130. Thousand Oaks, CA: Corwin Press. |
Reflective Piece #6 (open
topic) Continue data collection for Teacher Learning Project |
| Week
11 March 26 |
GUIDING TEACHER LEARNING THROUGH REFLECTIVE COACHING
• Schon, D. (1987). Educating the reflective practitioner, Chapters 2, 5. San Francisco, CA: Jossey-Bass.
Case • Erickson, G. L. & MacKinnon, A. M. (1991). Seeing classrooms in new ways: On becoming a science teacher. In D. Schon (Ed.), The reflective turn: Case studies in and on educational practice, pp. 15-36. New York: Teachers College Press. |
Reflective Piece #7 (open
topic) Begin data analysis: Bring notes to class |
Date |
|
Assignment Due |
| Week
12 April 2 |
• Schon, D. (1987). Educating the reflective practitioner, Chapters 6, 7. San Francisco, CA: Jossey-Bass.
Case • Russell, T. & Munby, H. (1991). Reframing: The role of experience in developing teachers' professional knowledge. In D. Schon (Ed.), The reflective turn: Case studies in and on educational practice, pp. 164-187. New York: Teachers College Press. |
Continue data analysis: Bring notes to class |
| Week
13 April 9 |
GUIDING TEACHER LEARNING THROUGH CLINICAL SUPERVISION
• Cogan, M. (1973). Overview of clinical supervision. In Clinical supervision. Boston: Houghton Mifflin. • Goldhammer, R. (1969). A model of clinical supervision. In Clinical supervision: Special methods for the supervision of teachers, pp. 53-72. New York: Holt, Rinehart & Winston. Case 1: 174-192 Case 2: 207-225
Conceptions of Clinical Supervision • Garman, N., Glickman, C., Hunter, M., Haggerson, N. (1987). Conflicting conceptions of clinical supervision and the enhancement of professional growth and renewal: Point and counterpoint. Journal of Curriculum and Supervision, 2, 152-177. • Garman, N. (1996). Reflection, the heart of clinical supervision: A modern rationale for professional practice. Journal of Curriculum and Supervision, 2, 1-24. • Glickman, C. (1988). Supervision and the rhetoric of empowerment: Silence or collision? Action in Teacher Education, 10, 11-15. • Hunter, M. (1984). Knowing, teaching, and supervising. In P. Hosford (Ed.), Using what we know about teaching, pp. 169-192. Alexandria, VA: Association for Supervision and Curriculum Development. |
Draft Outline for Teacher Learning Project Due for Peer Review |
Date |
Topic and Readings |
Assignment Due |
| Week
14 April 16 |
GUIDING TEACHER LEARNING THROUGH TECHNICAL COACHING
• Joyce, B. & Showers, B. (1982). The coaching of teaching. Educational Leadership, 40, 4-10. • Showers, J. (1985). Teachers coaching teachers. Educational Leadership, 42, 43-48. • Joyce, B., Murphy, C., Showers, B., & Murphy, J. (1989). School renewal as cultural change. Educational Leadership, 47, 70-77.
Critiques • Hargreaves, A. & Dawe, R. (1990). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and Teacher Education, 6, 227-241. • Little, J. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15, 129-151. |
|
| Week
15 April 23 |
THE SCHOOL SETTING AND PROFESSIONAL LEARNING
• Lieberman, A., & Miller, L. (1990). Teacher development in professional practice schools. Teachers College Record, 92, 105-122. • Darling-Hammond, L., Bullmaster, M. L., & Cobb, V.L. (1995). Rethinking teacher leadership through professional development schools. The Elementary School Journal, 96, 87-106. • Rosaen, C. L. (1995). Collaboration in a professional culture: Renegotiating barriers to improve practice. In J. Brophy (Ed.), Advances in research on teaching, Volume 5, pp. 355-385.
Case • Lieberman, A. & Miller, L. (1994). Problems and possibilities of institutionalizing teacher research. In S. Hollingsworth & H. Sockett (Eds.), Teacher research and educational reform, pp. 204-220. Chicago: University of Chicago Press. |
Come prepared to discuss Teacher Learning Project in relation to issues raised in assigned readings |
| Final Exams | Teacher Learning Project Due by 5 p.m Monday, April 28 |
