Learning from do-overs: Repeated practice in elementary teacher education
Conference Paper in Published Proceedings
School of Education, Leadership, and Public Service
Abstract: The purpose of this study was to explore the impact of a repeated practice microteaching model on the teaching behaviors of 138 elementary teacher candidates who taught the same lessons to small groups of 4th-grade students four times in succession. Candidate reflection journals, observational transcripts, and informal cooperating teacher interviews revealed that nearly all candidates changed their lessons, often after the second or third iterations. Particularly, the candidates gained confidence and efficiency, improved time management, altered student discussions, and modified their explanations and examples. Despite discernible changes in their teaching, only a few teacher candidates increased the cognitive demand of lesson activities and questions. This repeated practice microteaching model appears to hold potential for accelerating teacher candidates’ development.
Anderson, D., Barr, D., & LaBaij, C. (2013). Learning from do-overs: Repeated practice in elementary teacher education. National Teacher Education Journal, 6(1), www.ntejournal.com