Research on Pedagogical Approaches in Teacher Education

By Pam Grossman. 2009

357 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0c6ada3132198793d6045d4daee6a02b2f2fb7ee

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In Education

Citations in the corpus

The Application of Differentiated Instruction in Postsecondary Environments: Benefits, Challenges, and Future Directions (2009, background): “, 1999), and the use of instructional strategies that are congruent with students’ interests, beliefs, and background experiences (Grossman, 2005; Ross, 1983; Ross et al., 1986; Wideen et al., 1998) and aligned with their learning profiles (Hativa & Birenbaum, 2000; Kember, 2001; Layton & Lock, 2003”
Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development (2013, methodology): “…approaches for assessment education (Brookhart, 1999; Ediger, 2002; Shepard et al., 2005), the majority of this work lacks empirical support, with more general discussions on teacher education pedagogies located in other preservice content areas (e.g., Grossman, 2005; McAllister & Irvine, 2000).”
Surveying the Landscape of Teacher Education in New York City: Constrained Variation and the Challenge of Innovation (2008, background): “Despite the absence of hard evidence that such approaches are more effective (e.g., Grossman, 2005), teacher education programs are quick to emulate the practices of highly visible, reputable programs.”
Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation (2012, background): “To overcome this paradox, strategies such as problem-based learning, case studies, authentic assessment, and modeling are gaining increased recognition and support as instructional strategies that should permeate teacher education (Clift & Brady, 2005; Darling-Hammond, 2010; Grossman, 2005).”
Do Differing Types of Field Experiences Make a Difference in Teacher Candidates' Perceived Level of Competence? (2010, neutral): “Along these lines, several studies have reported the apparent regression of novice teachers as they become more rigid, bureaucratic, and custodial; conforming to existing school practices, procedural concerns, and routine tasks (Beyer, 1984; Grisham, 2000; Grossman, 2005; McBee, 1998; Moore, 2003; S”
The Work of Teaching and the Challenge for Teacher Education (2009, positive): “…1952), a move that ultimately led to process-product research (see Gage, 1978) and then to related innovations in teacher education including micro-teaching, mini-courses, competency-based teacher education, and computer simulations (see Gage, 1978; Grossman, 2005; MacLeod, 1987; Smith, 1980b).”
Language teacher research engagement (2010, background): “In initial teacher education in the USA, reviews of research have not found strong evidence of such benefits (e.g. Darling-Hammond et al. 2005; Grossman 2005).”
Beginning teachers moving toward effective elementary science teaching (2009, background): “In a recent review of pedagogical approaches used in teacher education, for example, nothing is mentioned about supporting preservice teachers in learning to effectively use curriculum materials (Grossman, 2005).”
Investigating how and what prospective teachers learn through microteaching lesson study (2010, background): “Another difference between MLS and microteaching is that microteaching experiences have traditionally been individual in nature for the one teaching (Cruickshank & Metcalf, 1990; Grossman, 2005) while MLS is collaborative.”
Accumulating Knowledge Across Self-Studies in Teacher Education (2007, background): “For example, in the chapter on pedagogical approaches in teacher education (Grossman, 2005), several research programs on such topics as microteaching, case methods, practitioner research, and teaching portfolios were identified.”
Meaningful Practice (2017, background): “Researchers have demonstrated that educators continuously struggle with generalizing elements of effective pedagogical practice from methods classes to the complex instructional environments in classrooms (Grossman, 2005; Grossman & McDonald, 2008; Lignugaris/Kraft & Harris, 2014).”