Pre-service Teachers' Conceptual Understandings and Reasoning for Curriculum Instruction, and Assessment Decisions (Revisited)
Presentation Type
Event
Full Name of Faculty Mentor
Edward Jadallah
Major
Early Chld Ed Pre-Mj
Presentation Abstract
This study investigates the conceptual understandings and reasoning of curriculum, instruction and assessment decisions made by pre-service teachers during varied times in their education programs. This is a continuation of an ongoing study. This research is grounded by a constructivist learning theory in which meaning is constructed through the reflective analysis of experiences. The study involves pre-service teachers in a reflective analysis of the four pedagogical concepts of questioning, cognitive development, motivation, and classroom management. These concepts are deemed significant to curriculum, instruction and assessment educator decisions and practices that promote learning. The pre-service teacher participants' reflective analysis papers involved a process of identifying and explaining, reasoning, and justifying, and generalizing and applying their understandings of each pedagogical concept. Each pre-service teacher was interviewed to further explore their understandings and participated in focus groups to allow opportunity for clarification and justification of ideas.
Location
Brittain Hall, Room 114
Start Date
17-4-2019 2:50 PM
End Date
17-4-2019 3:10 PM
Disciplines
Early Childhood Education
Recommended Citation
Cribb, Kenley, "Pre-service Teachers' Conceptual Understandings and Reasoning for Curriculum Instruction, and Assessment Decisions (Revisited)" (2019). Undergraduate Research Competition. 11.
https://digitalcommons.coastal.edu/ugrc/2019/oral/11
Pre-service Teachers' Conceptual Understandings and Reasoning for Curriculum Instruction, and Assessment Decisions (Revisited)
Brittain Hall, Room 114
This study investigates the conceptual understandings and reasoning of curriculum, instruction and assessment decisions made by pre-service teachers during varied times in their education programs. This is a continuation of an ongoing study. This research is grounded by a constructivist learning theory in which meaning is constructed through the reflective analysis of experiences. The study involves pre-service teachers in a reflective analysis of the four pedagogical concepts of questioning, cognitive development, motivation, and classroom management. These concepts are deemed significant to curriculum, instruction and assessment educator decisions and practices that promote learning. The pre-service teacher participants' reflective analysis papers involved a process of identifying and explaining, reasoning, and justifying, and generalizing and applying their understandings of each pedagogical concept. Each pre-service teacher was interviewed to further explore their understandings and participated in focus groups to allow opportunity for clarification and justification of ideas.