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Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students: A Learner-Centered Educational Psychology Course

Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students: A Learner-Centered Educational Psychology Course

Alpana Bhattacharya
Copyright: © 2021 |Pages: 32
ISBN13: 9781799864455|ISBN10: 1799864456|ISBN13 Softcover: 9781799864462|EISBN13: 9781799864479
DOI: 10.4018/978-1-7998-6445-5.ch008
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MLA

Bhattacharya, Alpana. "Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students: A Learner-Centered Educational Psychology Course." Transforming Curriculum Through Teacher-Learner Partnerships, edited by Pradeep Nair, et al., IGI Global, 2021, pp. 127-158. https://doi.org/10.4018/978-1-7998-6445-5.ch008

APA

Bhattacharya, A. (2021). Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students: A Learner-Centered Educational Psychology Course. In P. Nair, M. Keppell, C. Lim, T. Mari, & N. Hassan (Eds.), Transforming Curriculum Through Teacher-Learner Partnerships (pp. 127-158). IGI Global. https://doi.org/10.4018/978-1-7998-6445-5.ch008

Chicago

Bhattacharya, Alpana. "Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students: A Learner-Centered Educational Psychology Course." In Transforming Curriculum Through Teacher-Learner Partnerships, edited by Pradeep Nair, et al., 127-158. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6445-5.ch008

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Abstract

Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.

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