What students learned: Student learning outcomes in research-embedded undergraduate course series in a teacher preparation program
Conference Tracks
Assessment and SoTL - Research
Abstract
A unique infusion of undergraduate research into a three-course sequence of CUREs (research-embedded courses) focused on teaching English for Speakers of Other Languages (ESOL) allowed teacher candidates to develop knowledge and skills related to English learners through conducting empirical research. To understand the impact of these courses, we analyzed teacher candidates’ final research projects and their reflections on the content knowledge and the development of transferable skills (i.e., critical thinking, informational literacy, and written communication). The presentation will report the findings related to teacher candidates’ learning outcomes and provide recommendations for infusing research-embedded courses in teacher education programs.
Session Format
Presentation
1
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Szecsi, Tunde Ph.D.; Giambo, Debra Ph.D.; and Gunnels, Charles (billY) Ph.D., "What students learned: Student learning outcomes in research-embedded undergraduate course series in a teacher preparation program" (2022). SoTL Commons Conference. 46.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2022/46
What students learned: Student learning outcomes in research-embedded undergraduate course series in a teacher preparation program
A unique infusion of undergraduate research into a three-course sequence of CUREs (research-embedded courses) focused on teaching English for Speakers of Other Languages (ESOL) allowed teacher candidates to develop knowledge and skills related to English learners through conducting empirical research. To understand the impact of these courses, we analyzed teacher candidates’ final research projects and their reflections on the content knowledge and the development of transferable skills (i.e., critical thinking, informational literacy, and written communication). The presentation will report the findings related to teacher candidates’ learning outcomes and provide recommendations for infusing research-embedded courses in teacher education programs.
