The Potential of Early Practice: A Case Study

Authors

Norman Eng, CUNY City CollegeFollow

Document Type

Presentation

Publication Date

2016

Abstract

The growing emphasis on teaching performance suggests that education students need consistent opportunities to practice teaching before they “student teach.” This case study examined how first-year candidates in one foundations course viewed their peer teaching experience as a tool to develop competency and skills. Results from their feedback demonstrate the potential of early practice as one straightforward way to augment their clinical experience, meet InTASC standards, and face performance-based assessments like Danielson’s Framework for Teaching and edTPA.

Comments

This work was first presented at the American Educational Research Association Conference in Washington, DC.