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CREST | Research
IES awards College researchers $4.8 million/5 years to create a new doctoral training program for educational scientists
CIRGE | Research
CIRGE has been busy: its 5-Years Out study drew wide attention and it has hosted three int'l workshops on PhD education...
Research
Projects
Project Title: Role of multiple contexts in TEP students’ development of teaching identity, interest and commitment to learning to teach
COE Investigators: Susan Nolen, Ilana Horn, Christopher Ward, Sunshine Campbell, Sarah Childers, Karan Mahna
Funding Source: Teachers for a New Era
Start/End Dates: 09/04-present
The purpose of our project is to map the connections between identity, motivation, and practice in the learning and teaching of novice teachers. Over the past three years, we have followed eight Social Studies and Mathematics novice teachers through their Teacher Education experiences and seven of these into their first and second years of teaching. Using ethnographic methods, we have studied how these novice teachers have participated in different contexts in TEP and in their first teaching positions. This has enabled us, for example, to trace the learning of teaching ideas and practices from their promotion in TEP to our participants’ “recontextualization” of these ideas and practices (e.g., Socratic Seminars in Social Studies, questioning for understanding in Mathematics) in student teaching and in their induction years. We have also theorized about our participants’ motivation to learn various aspects of teaching, developing the concept of “motivational filters” to describe the utility- and identity-based ways that novice teachers make decisions to learn, not learn, pursue, and discard instructional methods, assessment practices, and curricular tools. Our rich longitudinal data has allowed us to track how these filters change across time and space. As a TNE project, a central goal of ours has been to use our emergent findings to inform the renewal of our Secondary Teacher Education Program. For example, our data on “representations of teaching” in TEP courses have prompted TEP instructors to make data-based changes to their courses.
Recent related publications:
Horn, I. S., Nolen, S. B., Ward, C. J., & Campbell, S. S. (in press). Developing practices in multiple worlds: The role of identity in learning to teach. Teacher Education Quarterly.
Nolen, S. B. & Ward, C. J. (in press). Sociocultural and situative research on motivation. In T. Urdan (Ed.), Social psychological perspective on motivation and achievement. Advances in motivation and achievement (Vol. 15). Amsterdam: Elsevier.
Nolen, S. B., Ward, C. J., Horn, I. S., (forthcoming). Motivation in preservice teachers: The development of utility filters. In M. Wosnitza, S. A. Karabenick, A. Efklides & P. Nenniger (Eds.). Contemporary Motivation Research: From Global to Local Perspectives. Ashland, OH: Hogrefe & Huber.
Projects
