Research on methods courses and field experiences

Renee T. Clift, Patricia Brady

Research output: Chapter in Book/Report/Conference proceedingChapter

224 Scopus citations

Abstract

English Theoretical “Framework” Relationship With or Position in Field Data Sources, Duration of Study, Impact Claims Examined Authors, Date Participants of Research Participants and Data Analysis and Findings Agee, J. (1997) Researcher who observed and participated some what, but did not teach Cites socialization theory and cognitive theory, plus competing theories of how to teach literature and the impact of culture on teaching literature Two middle-class undergraduate secondaryed female preservice teachers (1 African American, 1 White), 1 male assistant professor Observations and field notes on the secondary methods class, tapes of whole - class and small group discussions; interviews with the students and the professor; 3 reading protocols, course syllabi, and assignments during the methods semester; video tapes of student teaching; debriefing interviews; other interviews; and logsduring student teaching Data were coded for statements about readers and students of literature and for socialization into teaching based on open coding of data and a constant comparative analysis, preserved in a speaker turn format in the database, followed by axial coding to identify over arching categories and change overtime.

Original languageEnglish (US)
Title of host publicationStudying Teacher Education
Subtitle of host publicationThe Report of the AERA Panel on Research and Teacher Education
PublisherTaylor and Francis
Pages309-424
Number of pages116
ISBN (Electronic)0230864042, 9781135184407
ISBN (Print)0805855939
DOIs
StatePublished - Jan 1 2009
Externally publishedYes

ASJC Scopus subject areas

  • Social Sciences(all)

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    Clift, R. T., & Brady, P. (2009). Research on methods courses and field experiences. In Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (pp. 309-424). Taylor and Francis. https://doi.org/10.4324/9780203864043-12