Faculty Perceptions of the Usefulness of Integrating Graduate Student-Created Resources into Teacher Preparation Coursework
- 6 Downloads
The purpose of this study was to examine how faculty in the department of Curriculum and Instruction at one university perceived the usefulness of a website which contained ELL (English language learner) teaching resources (e.g., videos, lesson plans, handouts) created by graduate students. The website was created as part of a graduate level course which positioned students as contributors to the growing body of resources available to educators at both the university and K-12 level. The faculty members reviewed the webpage and provided survey feedback indicating whether or not they felt that the resources should be shared with the pre-service and in-service teachers they taught, and if so, how the resources may be utilized. The survey responses indicated nearly all faculty members felt they would be somewhat likely or very likely to share the website with the educators they taught and offered a variety of ideas of how they may integrate the resources into their courses.
KeywordsHigher education Teacher preparation Online learning Technology
Compliance with Ethical Standards
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
Conflict of Interest
Author Jacqueline Riley declares that she has no conflict of interest. Author Laura Isbell declares that she has no conflict of interest.
- Downes, S. (2011). Open educational resources: A definition. Half an hour. Retrieved from http://halfanhour.blogspot/2011/07/open-educational-resources.definition.html. Accessed Sept 2018.
- Fosnot, C. T. (1996). Constructivism: A psychological theory of learning. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (pp. 8–33). New York: Teachers College Press.Google Scholar
- Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks: Corwin Press.Google Scholar
- Herrell, A. L., & Jordan, M. (2015). 50 strategies for teaching english language learners (5th ed.). Boston: Pearson.Google Scholar
- Johnson, T. S., Smagorinsky, P., Thompson, L., & Fry, P. G. (2003). Learning to teach the five-paragraph theme. Research in the Teaching of English, 38(2), 136–176.Google Scholar
- Meyers, N. M., & Nulty, D. D. (2008). How to use (five) curriculum design principles to align authentic learning environments, assessment, students’ approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34(5), 565–577. https://doi.org/10.1080/02602930802226502.CrossRefGoogle Scholar
- Shabani, K. (2016). Applications of Vygotsky’s sociocultural approach for teachers’ professional development. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1252177.
- Stodolsky, S. (1989). The subject matters. Chicago: University of Chicago Press.Google Scholar
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Boston: Harvard University Press.Google Scholar
- Woodward, A., & Elliott, D. L. (1990). Textbook use and teacher professionalism. In D. L. Elliott & W. Arthur (Eds.), Textbooks and schooling in the United States (pp. 178–193). Chicago: University of Chicago Press.Google Scholar