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
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).