DOI: 10.25549/usctheses-c127-633248
title: Teacher application and enactment of models of teaching

description: This study sought to identify factors that influence teacher decisions about pedagogy based on curriculum content and skills and the degree to which teachers transfer pedagogical content knowledge to practice, specifically through the use of various models of teaching.  A purposeful sample included 14 elementary teachers from highly diverse, urban school districts within Southern California. Each teacher’s class was a heterogeneous mix of students including a cluster of gifted students. All of the teachers were participants in a grant awarded to the University of Southern California under the Jacob K. Javits Gifted and Talented Students Education Act of the U.S. Department of Education (PR #S206A040072). The teachers had received training in the models of teaching either as part of their pre-service teacher preparation program or through in-service professional development as participants in the aforementioned grant. ❧ Data regarding teachers’ application of the models of teaching were collected through a survey on which teachers selected a lesson and corresponding model of teaching to address each of six given content standards and objectives across subject areas including language arts, mathematics, science, and social studies.  The survey also collected data regarding teachers’ rationale for their choices in lessons and models of teaching.  Data regarding teachers’ enactment of the models of teaching were collected through classroom observation ratings.  The data were examined using quantitative methods including descriptive statistics, crosstabulation, and Fisher’s Exact Test. ❧ This research resulted in promising findings related to teacher education as it relates to pedagogical content knowledge.  After pre-service or in-service teacher education related to the models of teaching, most of the teachers were able to identify appropriate applications for various models of teaching across the content areas.  The findings of this study did not favor either the pre-service teacher education training or the in-service professional development.  Teachers in each group were equally likely to make appropriate pedagogical decisions to address given curricular objectives using the models of teaching. The research findings of this study and the review of literature conducted as part of this study, also suggested teachers rely heavily on their philosophy of teaching and learning when making pedagogic decisions. ❧ Teacher education, through pre-service teacher preparation programs or in-service professional development, can be effective in enhancing teachers’ professional knowledge and skills (Darling-Hammond, 2006; Evertson, Hawley, & Zlotnik, 1985; Guskey, 2000; Joyce & Showers, 2002). Teacher education has been found to specifically influence teachers’ abilities to use a broad repertoire of instructional approaches skillfully (Perkes, 1967-68; Skipper & Quantz, 1987).  Based on the findings of this study and the research literature, it was concluded that pre-service and in-service teacher education that seeks to train teachers to skillfully and purposefully use a repertoire of models of teaching would be worthwhile for increasing the effectiveness of teachers.  It is suggested that such training should occur across the continuum of teacher development proposed by the National Council for Accreditation of Teacher Education (2008) and the National Board for Professional Teaching Standards (1987).  A more coherent and consistent system of teacher development would likely yield sustainable and effective teaching practices related to the skillful and purposeful use of a repertoire of models of teaching to positively impact student achievement.