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• W768231574 abstract "The Double Entry Journals were probably of the most benefit to me. I hate writing journals but these were not your typical journals and I was able to organize my thoughts with what I was seeing [in the field] and reading. This was the best journaling technique I've ever used.--Julie Students are slowly gathering their books and handing in their final course evaluations for our 3-credit hour mathematics methods course for pre-service middle level mathematics teachers. We are reading Julie's and other students ' final course evaluations and are happy to see positive comments related to our Theory-into-Practice (TIP) project. We designed this project to address our students' expressed frustrations at the perceived disconnect between theory and practice. The project combined course readings, journaling, collaboratively created observation protocols, and classroom observation into a semester-long iterative assignment. Our students' work on this project, and the resulting impact on professional capital, is the focus of this study. While research has continually shown the importance of student teaching experiences in teacher education (Cochran-Smith & Zeichner, 2005; Guyton & McIntyre, 1990), many pre-service teachers struggle in these settings, especially as they try to connect what they are learning in their university courses and what they are seeing in their placement classrooms (i.e. Korthagen & Kessels, 1999). Some researchers have suggested the use of reflection (i.e., Wedman and Martin, 1986) and focused observations (i.e., Young and Bender-Slack, 2011) as way to tackle this disconnect. Our research merges these two approaches and demonstrates the benefits of using a semester-long project to help pre-service teachers connect theory and practice. Using data from course artifacts, interviews, and written reflections, we focused our study on central research question: What is the impact of a collaborative, semester-long, reading-writing-observation project on pre-service teachers' ability to connect theory and practice? Below we include a review of the literature, offer a short description of our methods followed by a detailed description of the TIP project, and report our findings. We conclude by discussing the potential impact of the project on our students' developing professional capital, share missed opportunities for learning, offer project modifications, and suggest potential implications for teacher education. Review of the Literature For this study, we reviewed literature in three fields: student teaching, reflective thinking, and the role of observation in teacher education. These bodies of literature point to the importance of both the project design and our research focus. Student Teaching In the U.S. and most parts of the world, the student-teaching internship is the culminating experience of initial teacher education (Guyton & McIntyre, 1990; McIntyre, Byrd, & Foxx, 1996). Most teachers view field-based experiences as the most valuable and beneficial part of their preparation (Feiman-Nemser, 1983; Guyton & McIntyre, 1990), claiming that most of what they know comes from first-hand experience (Darling-Hammond, 2006; Feiman-Nemser & Buchmann, 1985). However, there is considerable research showing that pre-service teachers tend to survive in the field, instead of using their field experiences to consider and practice the theories they learned in their teacher education (i.e. Korthagen & Kessels, 1999). This survival mode may be related to three areas commonly researched in teacher education. First, pre-service teachers often have a hard time making connections between university coursework and field experiences (see, e.g., Santagata, 2010). As Zeichner (2010) states, one of the central problems that has plagued college- and university-based pre-service teacher education for many years [is the] disconnect between the campus and school-based components of programs (p. …" @default.
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• W768231574 date "2014-03-22" @default.
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• W768231574 title "Helping Pre-Service Mathematics Teachers Connect Theory and Practice: Using Reading, Writing, and Observation Protocols to Structure Field Experiences." @default.
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