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“What Teaching Strategies are Teacher Education Faculty Using?”

“What Teaching Strategies are Teacher Education Faculty Using?”. Debra J. Stork EDCI 5870. Introduction. “Do as I say, not as I do” Professors in higher education do not use innovative, effective teaching techniques and rely on traditional didactic learning.

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“What Teaching Strategies are Teacher Education Faculty Using?”

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  1. “What Teaching Strategies are Teacher Education Faculty Using?” Debra J. Stork EDCI 5870

  2. Introduction • “Do as I say, not as I do” • Professors in higher education do not use innovative, effective teaching techniques and rely on traditional didactic learning. • It is imperative that professors of teacher candidates model the innovative strategies, such as inquiry, that the teacher candidates will be expected to use in their teaching.

  3. PurposeWhat Teaching Strategies are Teacher Education Faculty Using? • To provide some background data regarding what teaching strategies are being used; before a comprehensive study regarding the reasons professors do not implement innovative strategies and techniques such as inquiry into their own courses is launched.

  4. MethodologyMethods • Mixed Methods • Quantitative and Qualitative • Theoretical Framework • Constructivism Perspective

  5. Methods -Participants • 3 professors of teacher education • Small midwestern university (UD) • Women ages 50-65 • Full time profs with at least 2 years experience in higher education • Voluntary

  6. Methods -Instruments • initial survey • observational checklist

  7. Methods – Design • One group of three participants • Initial survey • 4 observations noting the teaching strategies • Frequency of each type of teaching strategy was calculated. This was compared with the initial Survey of Teaching Strategies

  8. ConClusion • Professors overrated their use of student-centered innovative strategies or non-traditional teaching strategies • Professors were using mostly traditional teaching strategies • Further study needed to determine the cause or motivation behind teaching traditionally when so many innovative techniques are available.

  9. Works cited • Blanton, M. L., & Stylianou, D. A. (2009). Interpreting a community of practice perspective in discipline-specific professional development in higher education. Innovative in Higher Education, 34, 79-92. • Chasteen, S. V., Perkins, K. K., Beale, P. D., & Wieman, C. E. (2011). A thoughtful approach to instruction: Course transformation for the rest of us. Journal of Collgete Science Teaching, 40 (4), 24-30. • Keengwe, J., Kidd, T., & Kyei-Blankson, L. (2009). Faculty and technology: implications for faculty training and technology leadership. Journal of Science Educationand Technology, 18, 23-28. • Malik, M. A., & Iqbal, M. Z. (2011). Effects of Problem Solving Teaching Strategy on Problem Solving and Reasoning Ability of 8th Graders. International Journal of Academic Research, 3 (5), 80-84. • National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. • National Research Council. (2005). How Students Learn:History, Mathematics, and Science in the Classroom. • Okoye, N. S., Momoh, S. O., Aigbomian, D. O., & Okecha, R. E. (2008). Teachers' Quality, Insrucional Strategies and Students'Performance in Secondary School Science. Journal of Instructional Psychology, 35 (2), 204-211. • Silverthorn, D. U., Thorn, P. M., & Svinicki, M. D. (2006). It's difficult to change the way we teach: Lessons from the integrative themes in physiology curriculum module project. Advances in Physiology Education, 30, 204-214.

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