What Constitutes an "Opportunity to Learn" in Teacher Preparation
Bibliographic Data
| ID | 4745692 |
|---|---|
| Authors | Julie Cohen (0000-0001-6794-7993, University of Virginia, Charlottesville, USA, corresponding author), Rebekah Berlin (0000-0001-6154-3621, Deans for Impact, Austin, TX, USA) |
| Year | 2020 |
| Volume | 71 |
| Issue | 4 |
| Pages | 434-448 |
| Publication date | 2020-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487119879893 |
| OpenAlex | W2980143890 |
| Language | EN |
| Citations received | 14 |
| References cited | 57 |
Teacher education research is in still in the process of developing a robust set of tools that can measure the key features of coursework and fieldwork. This article focuses on the design of measures of "opportunities to learn" (OTLs) in content method courses that can be used across large populations of candidates at diverse preparation programs. We draw on the survey and interview data from a broader, longitudinal study of teacher preparation across four programs in the United States ( n = 455 candidates). Variance decomposition suggests far greater within-program variation than between-program variation in reported OTL. More nuanced analyses at a single university indicate significant associations between individual characteristics and reports of OTL, suggesting that self-reports of OTL may tell us more about the candidates who complete a survey than the programs that prepare them. Discussion focuses on implications for teacher education research and next steps for studying OTL in methods coursework
Coursework · Mathematics education · Pedagogy · Process (computing) · Set (abstract data type) · Teacher education · Teacher Preparation · Variance (accounting) · Variation (astronomy) · Computer Science · Educator Training and Historical Pedagogy · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Learning to teach science during the clinical experience
The Influence of Unplugged Lego Activities on Middle Grades Students’ Computational Thinking Dispositions in a STEM Camp
The Role of Teacher Self-Efficacy in Special Education Teacher Candidates’ Sensemaking
Opportunities to learn mathematics pedagogy and learning to teach mathematics in Swedish mathematics teacher education
Contrasting Opportunities to Learn Across Domains in Special Education Teacher Preparation
Backtalk
Teacher Candidate Preparation for Inclusion
The first 5 years of teaching science
The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence
Facilitating Classroom Management Development in Teacher Education
Coursework, field-based teaching practices, and multicultural experiences
Examining early field experiences in teacher education
Opportunities to learn literacy in digital classrooms in New Zealand primary schools
Learning to Plan During the Clinical Experience
Handbook of personality theory and research
What does certification tell us about teacher effectiveness? Evidence from New York City
Where Should Student Teachers Learn to Teach?
Teacher Preparation and Student Achievement
Cognitive Processing of Self-Report Items in Educational Research
Facet Scales for Agreeableness and Conscientiousness
Measuring Cognitive Engagement With Self-Report Scales
Redefining teaching, re‐imagining teacher education
Understanding Self-Report Bias in Organizational Behavior Research
Five-factor model of personality and job satisfaction
Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula
Four ways five factors are basic
Limits to the measurement of habitual physical activity by questionnaires
Measuring Instructional Practice
Teacher credentials and student achievement
Combining the Development of Practice and the Practice of Development in Teacher Education
Ambitious Pedagogy by Novice Teachers
Self-Reports in Organizational Research
The Psychology of Survey Response
Those Who Understand
Self-Discipline and Self-Consciousness Predict Subjective Memory in Older Adults
Fostering meaning-oriented learning and deliberate practice in teacher education
Family background, entry selectivity and opportunities to learn
The narrowing gap in New York City teacher qualifications and its implications for student achievement in high‐poverty schools
Does Cooperating Teachers’ Instructional Effectiveness Improve Preservice Teachers’ Future Performance
Learning to Support Adolescent Literacy
Does the Match Matter? Exploring Whether Student Teaching Experiences Affect Teacher Effectiveness
Variation in Teacher Preparation
Does a Discussion by Any Other Name Sound the Same? Teaching Discussion in Three ELA Methods Courses
Overreporting Voting
Big Five factors of personality and replicated predictions of behavior
The Role of Opportunity to Learn in Teacher Preparation
University-Based Teacher Preparation and Middle Grades Teacher Effectiveness
Core Practices and Pedagogies of Teacher Education
Keeping It Complex
| Unique citing works | 14 |
|---|---|
| Citations per year | 2,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |