Open AccessDeveloping Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations
Author(s) -
Denise Lindstrom,
Gwen E. Jones,
Meredith Thompson,
Joshua Hertlein
Publication year - 2021
Publication title -
the australian journal of teacher education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.646
H-Index - 32
eISSN - 1835-517X
pISSN - 0313-5373
DOI - 10.14221/ajte.2021v46n12.2
Subject(s) - teacher education , teacher preparation , psychology , mathematics education , pedagogy , reflection (computer programming) , teaching method , faculty development , student teacher , professional development , computer science , programming language
Faculty from three different teacher preparation programs implemented classroom scenarios to help preservice teachers practice holding difficult conversations with students. The goal was to enhance critical reflection and discussion around creating culturally responsive classrooms to change preservice teacher conceptions of effective teachers' qualities. Results indicate that preservice teacher conceptions of effective teachers shifted from a focus on personal attributes to teaching skills. This study addresses the need for practice-based teacher education that has advanced in parallel with efforts to find new ways to the practical knowledge needed to be culturally responsive teachers.