Bridging Pedagogy and Practice: From Coursework to Field Experiences in a Teacher Preparation Program

Authors

Judith M. Emerson PhD, Georgia State UniversityFollow
Pier Junor Clarke PhD, Georgia State UniversityFollow
Alesia M. Moldavan MEd, Georgia State UniversityFollow

Abstract

In this study, two teacher educators, one special education faculty and one mathematics education faculty, examined ways to infuse educational theory into their practice to develop preservice teachers’ ability to meet the demands of the 21^st century classroom. The study took place at an urban university in the southeastern United States where the teacher education program prepares future educators for the most diverse classroom settings existing in U.S. public schools today. Results informed the teacher educators of relevant challenges preservice teachers experience with regard to instructional design that addresses the needs of diverse learners. The action research study took place over a 3-semester period during which time the teacher educators learned how structured supports enhanced their students’ abilities to develop effective instruction for diverse learners.

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Authors’ note: For the purpose of this study, diverse learners are defined as (a) students with disabilities, (b) Culturally Diverse/English Language Learners, (c) gifted (accelerated) learners, and (d) students with instructional disabilities.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Emerson, Judith M. PhD; Junor Clarke, Pier PhD; and Moldavan, Alesia M. MEd (2018) "Bridging Pedagogy and Practice: From Coursework to Field Experiences in a Teacher Preparation Program," Georgia Educational Researcher: Vol. 14: Iss. 2, Article 3.
DOI: 10.20429/ger.2018.140203
Available at: https://digitalcommons.georgiasouthern.edu/gerjournal/vol14/iss2/3