The objectives of this project were to (1) understand our elementary teacher education students' learning of core instructional practices that require communication and collaboration skills, and self-agency; and (2) identify ways to improve the social studies methods course to better support teacher education students' learning.
With CRLT funding, we were able to analyze elementary teacher education students' videos of their modeling and discussion facilitation with K-5 children. Based on these analyses, we identified strengths and weaknesses in students' instruction and made revisions to the social studies methods class to address weaknesses we identified. All instructors of this course have been brought into this work and use revised materials in their teaching. We also wrote three manuscripts and three conference proposals.
We continue to work on noticing how our teacher education students take up key instructional strategies for communication, collaboration, and self-agency. Based on earlier analyses we now have more clearly developed rubrics that identify key areas of growth to look for in assessing students' work on major course assignments. Based on our analyses of major assignments, we continue to make improvements to this course.
We have written three manuscripts and three conference proposals related to our findings on learning to facilitate discussions in K-12 settings with children. We have one conference proposal in development focused on learning to model reading strategies and will continue to develop manuscripts on modeling.