Quantitative and qualitative data collected from students who have completed a Master of Science in Education Learning Community Program support the effectiveness of the learning community model in facilitating professional growth and transformation. Instructors model constructivist theory. Peer review, collaboration, and reflective analysis of theory and practice are essential components of the model. The program facilitates growth as educators build their understanding about teaching and learning, transfer their ideas and processes into the classroom, and take an active leadership role in promoting change in classrooms, school, and larger community.
Tag: education
Using the Learning Activities Survey to Examine Transformative Learning Experiences in Two Graduate Teacher Preparation Courses
The Learning Activities Survey (LAS) detected whether, and to what extent, a perspective transformation occurred during two graduate courses in teacher preparation. The LAS examined the types of learning identified as contributing to their transformation experiences. This study examined pre-service teachers’ critical reflection of the course materials and learning experiences in a Capstone course in Reflective Teaching and a course in Universal Design for Learning (UDL). Results suggest that similar learning experiences were identified as triggering a perspective transformation. When learners have the opportunity to engage in critical reflection, they may more easily question their personal perspectives as a result.
Using a Professional Learning Community Framework to Assist Early Field Experience Students as They Move from Teacher Candidate to Teacher
Collaboration is rapidly becoming sacrosanct in today’s K-12 schools. A basis for these collaborative school experiences is the ability to share one’s observations of classroom activities. The Professional Learning Community (PLC) framework described here is a pedagogically based process that provides opportunities for Early Field Experience students to share their field involvements. The discussions are born from the teacher candidates’ experiential learning as they take part in a 25-hour field placement. Providing teacher candidates with weekly PLC opportunities for sharing, simultaneously, has assisted teacher candidates’ dispositional and pedagogical decision making as they make the transition from student to teacher.