Round and round: Examining teaching residents' participation in and reflections on education rounds

Emilie Mitescu Reagan, Crystal Chen, Rachel Roegman, Kelly Gavin Zuckerman

Research output: Contribution to journalArticlepeer-review

Abstract

In teacher preparation, the education rounds model has the potential to facilitate opportunities for preservice teachers to engage as part of a professional community and inquire into their teaching practice. This qualitative study examines the education rounds model in a graduate-level teacher residency program in New York City. We analyze how a cohort of 20 preservice teachers framed their teaching practice and reflected on opportunities for learning through education rounds. Findings suggest that the education rounds process highlighted gaps in preservice teachers' understandings of how, when, and why to use particular instructional strategies and principles. However, in most cases, education rounds supported the development of tools to study teaching in and with a community of learners.

Original languageEnglish (US)
Pages (from-to)65-76
Number of pages12
JournalInternational Journal of Educational Research
Volume73
DOIs
StatePublished - Jan 16 2015
Externally publishedYes

Keywords

  • Community
  • Education rounds
  • Inquiry
  • Teacher learning
  • Teacher preparation
  • Teacher residency program

ASJC Scopus subject areas

  • Education

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