Examining Early Career Teachers’ Formative Practices to Inform and Support Continuous Improvement
This year-long, multiple case study followed a small group (N=6) of graduates from an initial licensure Education Preparation Program (EPP) into their classrooms to observe their first year as licensed teachers in United States public schools. The study’s purpose was twofold: 1) to explore the exten...
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| Format: | Article |
| Language: | English |
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Athens Institute for Education and Research
2023-02-01
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| Series: | Athens Journal of Education |
| Subjects: | |
| Online Access: | http://www.athensjournals.gr/education/2023-10-1-5-Wenzel.pdf |
| _version_ | 1811160439585767424 |
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| author | Alicia Wenzel Katrina A. Hovey Annie Ittner |
| author_facet | Alicia Wenzel Katrina A. Hovey Annie Ittner |
| author_sort | Alicia Wenzel |
| collection | DOAJ |
| description | This year-long, multiple case study followed a small group (N=6) of graduates from an initial licensure Education Preparation Program (EPP) into their classrooms to observe their first year as licensed teachers in United States public schools. The study’s purpose was twofold: 1) to explore the extent to which this group used formative assessments in their classrooms to positively impact student learning, and 2) to examine strengths and areas for improvement within our EPP based on our observations of the teacher participants’ practice and impact on their students. Multiple data sources were collected and analyzed. Based on participant interviews, survey data, and observations, findings indicate that our EPP coursework and clinical experiences contribute to beginning teachers’ effective use of formative assessments to impact student learning. However, findings support recommendations for EPP continuous improvement. This study highlights the importance of completing self-studies to determine strengths of an EPP and areas for improvement so EPPs, teachers, and K-12 students have greater success. To increase the effectiveness of teacher training, EPPs must continuously evaluate the efficacy of their educator preparation programs including evaluating their graduates’ ability to transition from pre to in-service teachers and implement effective pedagogical practices that promote student success. |
| first_indexed | 2024-04-10T05:57:20Z |
| format | Article |
| id | doaj.art-74bbacbfd8064db6927013264652406e |
| institution | Directory Open Access Journal |
| issn | 2241-7958 |
| language | English |
| last_indexed | 2024-04-10T05:57:20Z |
| publishDate | 2023-02-01 |
| publisher | Athens Institute for Education and Research |
| record_format | Article |
| series | Athens Journal of Education |
| spelling | doaj.art-74bbacbfd8064db6927013264652406e2023-03-03T10:00:53ZengAthens Institute for Education and ResearchAthens Journal of Education2241-79582023-02-011018510110.30958/aje.10-1-5Examining Early Career Teachers’ Formative Practices to Inform and Support Continuous ImprovementAlicia Wenzel0Katrina A. Hovey1Annie Ittner2Professor, Western Oregon University, USAAssociate Professor, Western Oregon University, USAAssistant Professor, Western Oregon University, USAThis year-long, multiple case study followed a small group (N=6) of graduates from an initial licensure Education Preparation Program (EPP) into their classrooms to observe their first year as licensed teachers in United States public schools. The study’s purpose was twofold: 1) to explore the extent to which this group used formative assessments in their classrooms to positively impact student learning, and 2) to examine strengths and areas for improvement within our EPP based on our observations of the teacher participants’ practice and impact on their students. Multiple data sources were collected and analyzed. Based on participant interviews, survey data, and observations, findings indicate that our EPP coursework and clinical experiences contribute to beginning teachers’ effective use of formative assessments to impact student learning. However, findings support recommendations for EPP continuous improvement. This study highlights the importance of completing self-studies to determine strengths of an EPP and areas for improvement so EPPs, teachers, and K-12 students have greater success. To increase the effectiveness of teacher training, EPPs must continuously evaluate the efficacy of their educator preparation programs including evaluating their graduates’ ability to transition from pre to in-service teachers and implement effective pedagogical practices that promote student success. http://www.athensjournals.gr/education/2023-10-1-5-Wenzel.pdfformative assessmenteducator preparationcontinuous improvement |
| spellingShingle | Alicia Wenzel Katrina A. Hovey Annie Ittner Examining Early Career Teachers’ Formative Practices to Inform and Support Continuous Improvement Athens Journal of Education formative assessment educator preparation continuous improvement |
| title | Examining Early Career Teachers’ Formative Practices to Inform and Support Continuous Improvement |
| title_full | Examining Early Career Teachers’ Formative Practices to Inform and Support Continuous Improvement |
| title_fullStr | Examining Early Career Teachers’ Formative Practices to Inform and Support Continuous Improvement |
| title_full_unstemmed | Examining Early Career Teachers’ Formative Practices to Inform and Support Continuous Improvement |
| title_short | Examining Early Career Teachers’ Formative Practices to Inform and Support Continuous Improvement |
| title_sort | examining early career teachers formative practices to inform and support continuous improvement |
| topic | formative assessment educator preparation continuous improvement |
| url | http://www.athensjournals.gr/education/2023-10-1-5-Wenzel.pdf |
| work_keys_str_mv | AT aliciawenzel examiningearlycareerteachersformativepracticestoinformandsupportcontinuousimprovement AT katrinaahovey examiningearlycareerteachersformativepracticestoinformandsupportcontinuousimprovement AT annieittner examiningearlycareerteachersformativepracticestoinformandsupportcontinuousimprovement |