Using Data Collection Tools to Enhance University Supervisors’ Socially Just Teaching Practice

Location

DeSantis Room 1052

Format Type

Plenary

Format Type

Paper

Start Date

17-1-2020 1:45 PM

End Date

17-1-2020 2:05 PM

Abstract

Inquiry-based learning is an internationally recognized pedagogical approach to research that promotes meaningful, critical learning to take place. Inquiry-based learning also emphasizes learning in a social context and therefore has social and affective or motivational outcomes (Borovay, Shore, Caccese, Yang, & Hua, 2019). With this in mind, we chose to use an inquiry-based methodological approach to guide our research in revealing preservice teachers’ (PSTs) socially just teaching practices in the clinical education setting.

To begin, we incorporated a variety of research-based data collection tools to collect qualitative data during formal observations of PSTs in an elementary cohort program (Glickman, Gordon, Ross-Gordon, 2001; Sullivan & Glanz, 2013). With this data, our preservice teachers were encouraged to self - analyze and reflect upon the collected data to reveal whether socially just teaching practices existed in their own instruction (Sensoy & DiAngelo, 2017).

As university supervisors working with preservice teachers in an elementary cohort program, we are devoted to ensuring an equal opportunity for K-12 students to learn exists. The purpose of our paper presentation is to examine the use of research-based data collection tools during formal observations with PSTs as a means to assist in revealing culturally responsive teaching within the K-12 setting (Ladson-Billings, 2014).

Keywords

Social Justice, PreService Teachers (PSTs), Self-Analysis, Data Collection Tools, Culturally Responsive Teaching

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Jan 17th, 1:45 PM Jan 17th, 2:05 PM

Using Data Collection Tools to Enhance University Supervisors’ Socially Just Teaching Practice

DeSantis Room 1052

Inquiry-based learning is an internationally recognized pedagogical approach to research that promotes meaningful, critical learning to take place. Inquiry-based learning also emphasizes learning in a social context and therefore has social and affective or motivational outcomes (Borovay, Shore, Caccese, Yang, & Hua, 2019). With this in mind, we chose to use an inquiry-based methodological approach to guide our research in revealing preservice teachers’ (PSTs) socially just teaching practices in the clinical education setting.

To begin, we incorporated a variety of research-based data collection tools to collect qualitative data during formal observations of PSTs in an elementary cohort program (Glickman, Gordon, Ross-Gordon, 2001; Sullivan & Glanz, 2013). With this data, our preservice teachers were encouraged to self - analyze and reflect upon the collected data to reveal whether socially just teaching practices existed in their own instruction (Sensoy & DiAngelo, 2017).

As university supervisors working with preservice teachers in an elementary cohort program, we are devoted to ensuring an equal opportunity for K-12 students to learn exists. The purpose of our paper presentation is to examine the use of research-based data collection tools during formal observations with PSTs as a means to assist in revealing culturally responsive teaching within the K-12 setting (Ladson-Billings, 2014).