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Juggling Our Mindsets: Learning from Success as a Complementary Instructional Framework in Teacher Education

by Chen Schechter & Tova Michalsky - 2014

Background: Collective learning in teacher education has primarily focused on learning from problematic practices/approaches, depriving preservice teachers of learning opportunities embedded in professional successes.

Purpose: The goal of the present study was to explore the value of systematic learning from success as a complementary reflective framework during the practicum phase in teacher preparatory programs.

Research Design: We developed four distinct reflective methods to examine the effect of integrating systematic learning from problematic as well as successful experiences in preparatory programs on physics student teachersí pedagogical content knowledge and sense of teaching efficacy.

Data Collection and Analysis: Participants were 124 second-year preservice physics teachers at four major research universities. One-way within-subjects analyses of variance (ANOVA) with repeated measures were conducted, with post-test performance as the dependent variable and with treatment (four reflective groups) as the independent variable.

Findings: Results indicated greater performance improvement on pedagogical content knowledge measures and on sense of self-efficacy measures when contemplating both problematic and successful experiences than when focusing solely on problematic experiences.

Recommendations: The current study may reinterpret the instructional framework of teacher education programs to include learning from successes too as a means of nurturing the practical wisdom necessary for teaching in dynamic school contexts.

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Cite This Article as: Teachers College Record Volume 116 Number 2, 2014, p. -
https://www.tcrecord.org ID Number: 17342, Date Accessed: 9/20/2020 8:25:40 PM

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About the Author
  • Chen Schechter
    Bar-Ilan University
    E-mail Author
    CHEN SCHECHTER, Ph.D is Vice Director of the School of Education at Bar-Ilan University. He is head of the Teachers Education Department and the Principal Preparatory Program. His research areas include organizational learning, learning from success, educational change, educational leadership, system thinking, and qualitative research methods. His recent publications have appeared in Educational Administration Quarterly: "Toward Organizational Model of Change in Elementary Schools: The Contribution of Organizational Learning Mechanisms", and in the International Journal of Educational Research: "Developing Teachers' Collective Learning: Collective Learning from Success as Perceived by Three Echelons in the School System."
  • Tova Michalsky
    Bar-Ilan University
    E-mail Author
    TOVA MICHALSKY, Ph.D, is a Senior Lecturer in the Teachers Education Department at the School of Education of Bar-Ilan University. Her research areas include studentsí SRL (self-regulated learning) and teachers' education and professional development to teach SRL. Her recent publications have appeared in Science Education: "Shaping Self-Regulation in Science Teachers' Professional Growth: Inquiry Skills", and in the International Journal of Science Education: "Reading Science Texts: Effects of Self Regulation Instruction on Elementary and High School Children."
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