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Learning to observe, observing to le...

Lauritzen, Lisa Beth.

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Learning to observe, observing to learn: The use of field study in a graduate pre-service teacher education course.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Learning to observe, observing to learn: The use of field study in a graduate pre-service teacher education course./
Author:	Lauritzen, Lisa Beth.
Description:	302 p.
Notes:	Adviser: Frances Rust.
Contained By:	Dissertation Abstracts International68-09A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3278624
ISBN:	9780549201212

Learning to observe, observing to learn: The use of field study in a graduate pre-service teacher education course.
Lauritzen, Lisa Beth.

Learning to observe, observing to learn: The use of field study in a graduate pre-service teacher education course. - 302 p.

Adviser: Frances Rust.

Thesis (Ph.D.)--New York University, 2007.

Methods used in a graduate pre-service education course to prepare students for field observation and connecting their field observations to course texts and content were studied. Professors used several activities to prepare students for observing including: sharing of individual learning timelines, viewing and discussing video clips of real classroom practice, course readings, and various writing assignments. Instructors used readings and the video clips to create a healthy dissonance between the way students were taught and the methods suggested in the course texts and the university's education program. Professors linked course content with students' field observations via formal and informal writing assignments. Two formal writing assignments, requiring students to write about their observations through the lens and perspective of specific authors studied in the course, were sited by students as helpful for understanding both the course readings and what they observed in the field. In addition the professors taught using some of the methods described in the course readings, (e.g., student centered strategies, collaborative groups, exploratory talk). Students and professors were interviewed about their experiences with the fifteen-hour field observation requirement in the course. Many students indicated that they would have liked more time in class to discuss with their classmates what they were seeing in the field. Instructors believed that had students been paired together for field observations that they would have had more opportunity for exploratory talk about both the field and they ways in which the course content connected with it. The researcher found evidence that many of the approaches the professors used led to students making connections between the field and the course. One suggestion for improved practice was to use the frame of the course texts for looking at the video clips of real classroom practice.

ISBN: 9780549201212Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Learning to observe, observing to learn: The use of field study in a graduate pre-service teacher education course.
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100 1 $a Lauritzen, Lisa Beth. $3 1264688
245 1 0 $a Learning to observe, observing to learn: The use of field study in a graduate pre-service teacher education course.
300 $a 302 p.
500 $a Adviser: Frances Rust.
500 $a Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3808.
502 $a Thesis (Ph.D.)--New York University, 2007.
520 $a Methods used in a graduate pre-service education course to prepare students for field observation and connecting their field observations to course texts and content were studied. Professors used several activities to prepare students for observing including: sharing of individual learning timelines, viewing and discussing video clips of real classroom practice, course readings, and various writing assignments. Instructors used readings and the video clips to create a healthy dissonance between the way students were taught and the methods suggested in the course texts and the university's education program. Professors linked course content with students' field observations via formal and informal writing assignments. Two formal writing assignments, requiring students to write about their observations through the lens and perspective of specific authors studied in the course, were sited by students as helpful for understanding both the course readings and what they observed in the field. In addition the professors taught using some of the methods described in the course readings, (e.g., student centered strategies, collaborative groups, exploratory talk). Students and professors were interviewed about their experiences with the fifteen-hour field observation requirement in the course. Many students indicated that they would have liked more time in class to discuss with their classmates what they were seeing in the field. Instructors believed that had students been paired together for field observations that they would have had more opportunity for exploratory talk about both the field and they ways in which the course content connected with it. The researcher found evidence that many of the approaches the professors used led to students making connections between the field and the course. One suggestion for improved practice was to use the frame of the course texts for looking at the video clips of real classroom practice.
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650 4 $a Education, Philosophy of. $3 783746
650 4 $a Education, Teacher Training. $3 783747
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710 2 $a New York University. $3 515735
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