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Teacher Learning: Quick Lessons from U.S. Studies. Heather C. Hill

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Subido el 28 de marzo de 2016 por Gestiondgmejora

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El 8 de febrero Heather C. Hill, Catedrática de Educación de la Universidad de Harvard, ofreció una conferencia en la sede del Consejo Escolar de la Comunidad de Madrid sobre las investigaciones que se están llevando a cabo en EE.UU. en torno a la relación entre el desarrollo profesional de los docentes y su formación. Su intervención se centró en la enseñanza eficaz de las matemáticas.

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My name is Heather Hill, and I'm a professor of education at the Harvard Graduate School of Education. 00:00:04
Recently, I had the pleasure of meeting with the staff at the Consejería de Educación in Madrid. 00:00:09
At that meeting, I gave a talk about my areas of expertise, teacher professional development, and teacher preparation. 00:00:15
The staff at the Consejería asked me to distill the lessons from that talk into this short video. 00:00:21
Before we get into the research literature and what it says about teacher preparation and professional development, 00:00:30
A quick note about U.S. research on these topics. Prior to 2002, there were lots of options for 00:00:35
teacher professional development and many more opinions about what worked in terms of teacher 00:00:43
professional development, but really little rigorous evidence on the topic, on what professional 00:00:48
development features or programs impacted student outcomes. Since 2002, the federal government has 00:00:54
prioritized rigorous, meaning experimental, studies of educational interventions. 00:01:00
And these studies have, as a whole, succeeded in debunking older myths about what works 00:01:06
in teacher professional development. Many programs that had, quote, effective features 00:01:11
turned out to have null effects on student outcomes when put through a rigorous trial. 00:01:17
Now we are approaching the point where we can reach new conclusions about the most promising 00:01:24
forms of teacher learning. There's about 60 to 70 rigorous studies that have come out featuring 00:01:29
teacher professional development in some form or another, and we can actually start to look across 00:01:35
those and aggregate and make conclusions. So the research on teacher preparation suggests a focus 00:01:40
on practice-based teacher learning experiences. In the U.S., teacher preparation coursework can 00:01:52
either focus on theory, meaning grand didactic principles or academic debates or the philosophy 00:01:59
of education, or it can focus on practice-based activities, such as tutoring students or teachers 00:02:06
learning about and doing the curriculum materials that they will later be teaching from with 00:02:14
students, or even rehearsing teaching moves in simulated settings. 00:02:19
So, for a long time in the United States, there were arguments on both sides. 00:02:24
And you can see the arguments, for instance, for theory, in that if you teach pre-service 00:02:30
teachers grand principles of education, they'll be able to apply them in any setting, regardless 00:02:34
of where they teach. 00:02:40
And there's an argument for practice-based teacher education, in that teachers are learning 00:02:43
about the students that they will be teaching, and they're learning the skills that they 00:02:46
will need to actually function in classrooms. 00:02:50
About 10 or 15 years ago, a group of economists and teacher educators got together, and they followed teachers in New York City through their coursework and into the classroom, collecting information about the courses they took from those teachers, and also collecting student test scores in the early years of their teaching practice. 00:02:54
and they linked those two. They compared those courses with the student outcomes and found that 00:03:13
it was these practice-based courses that were more effective in producing those later student 00:03:19
outcomes. This suggests that teacher preparation coursework should lean toward being more practice 00:03:24
focused. So next our focus is going to turn toward teachers in-service learning experiences 00:03:32
where the research literature that has developed since 2002 suggests a focus on practice-based 00:03:44
in-service learning experiences. This aligns very well with what's in the teacher preparation 00:03:51
research literature. And if you look at this teacher professional development literature 00:03:57
closely, you see that there's three kinds of teacher professional development that seem 00:04:03
likely to produce more reliably positive effects on instruction and student outcomes. 00:04:07
The first category in this positive bucket is observing and providing feedback on teacher's practice. 00:04:12
A typical program that would fall into this category of this bucket is teacher coaching, 00:04:22
where a coach goes into a classroom, observes a teacher teaching for a period of weeks or even months, 00:04:27
and offers that teacher feedback on how to improve her practice. 00:04:34
It also helps the teacher figure out and feel good about making those changes in the classroom. 00:04:38
A second kind of program that seems promising in terms of producing positive impacts on student outcomes is when teachers improve and perfect the use of curriculum materials. 00:04:52
When teachers actually sit together and go through their curriculum materials as if they were students, doing the problems that students will do, 00:05:04
anticipating the typical issues and difficulties that students will encounter as they go through 00:05:12
the material. Their implementation of those curriculum materials improves and their student 00:05:19
outcomes also seem to improve. Finally, there's been some studies that get teachers thinking about 00:05:26
how to improve specific lessons and the lesson planning process in general. 00:05:39
planning a sequence of lessons in ways that are attuned to ideas about high quality and that 00:05:43
connect topics across lessons for instance or teaching a demonstration lesson thinking about 00:05:52
how to improve that lesson and then re-teaching and demonstration lesson similar to what teachers 00:05:58
do in japan these types of activities have been shown to improve instruction and student outcomes 00:06:03
Returning to the teacher preparation literature, another lesson from that literature comes to this question of where new teachers, pre-service teachers, should do their practice teaching. 00:06:11
Matt Ronfeld, who was one of the folks who worked on that New York City study that I 00:06:33
described earlier, asked whether pre-service teachers should conduct their practice teaching 00:06:38
in typical urban schools where there may be many, many challenges, for instance, with 00:06:42
student discipline or with a lack of principal leadership, but that are typical of the schools 00:06:48
that new teachers will go into when they start their first job, or whether pre-service teachers 00:06:53
should conduct their practice teaching in more sheltered environments. 00:06:59
with lower teacher turnover and presumably a more skilled staff to help them learn their craft. 00:07:02
What he found by comparing teachers' practice teaching assignment with their later student 00:07:10
test scores is that it was the more sheltered environments that seemed to make a difference 00:07:17
in terms of later student impacts or outcomes. This is consistent with other evidence in the 00:07:22
field that suggest collaboration with stronger teachers yields student test score gains over 00:07:31
time. So finally, there's a little twist in this literature that relates back to some of my own 00:07:36
thinking and development work over the last 10 or 15 years. 00:07:48
Scholars, including myself, Deborah Ball, and other people have identified specialized knowledge 00:07:54
that teachers use when they're teaching children. This is in mathematics, for instance, is knowledge 00:07:59
that goes beyond what a competent adult would need to do their job. It's knowledge that encompasses 00:08:05
things like knowledge of typical student mistakes. When you talk to an expert teacher and you show an 00:08:13
expert teacher a student error, the teacher will say, oh, I know exactly what that kid did and I 00:08:20
know how to remediate that because I know where that mistake is coming from. It also encompasses 00:08:25
knowledge of unusual methods for solving problems. If you show a teacher, for instance, a student 00:08:32
who's using benchmark fractions to compare fractions, it's not a typical method for comparing 00:08:39
fractions, but an expert teacher will have that specialized knowledge to be able to say, 00:08:44
I know exactly what the student's doing, and in fact, that's a good method for the student to be 00:08:50
using in this particular problem. This knowledge also encompasses knowledge of how to design 00:08:55
instruction, how to choose appropriate examples, for instance, that push students' understanding 00:09:01
forward, or to choose questions or design tasks that get at student understanding. 00:09:07
In the United States, in the last 15 to 20 years, there's been a lot of programs that have been 00:09:14
designed to improve teachers' specialized knowledge for teaching students, particularly in mathematics. 00:09:19
In mathematics, the programs intended to improve this knowledge show mixed and sometimes null 00:09:25
results on student outcomes. In these cluster randomized trials, what we're seeing is that 00:09:33
the improvements in teachers' knowledge are typically just very modest. Teachers may, 00:09:39
out of 25 questions, get one or two more questions correct on a teacher knowledge test. 00:09:45
We also see that we're not getting the improvements in instructional quality 00:09:51
that we expected from improving teachers' specialized knowledge, 00:09:56
which suggests that this is a problem that we have yet to unpack and that we need to design 00:09:59
better and different interventions most likely to get at the things that we care about which 00:10:05
are improving instruction and student learning. Of course the extent to which U.S. findings 00:10:10
generalize across contexts is an open question. That's why we at Harvard would be interested in 00:10:19
collaborating with Spanish colleagues interested in asking and empirically answering questions 00:10:25
about teacher professional development and teacher preparation. 00:10:30
Thank you for your time and feel free to contact me at the email address on the screen. 00:10:34
Idioma/s:
en
Autor/es:
Dirección General de Innovación, Becas y Ayudas a la Educación
Subido por:
Gestiondgmejora
Licencia:
Reconocimiento - No comercial - Compartir igual
Visualizaciones:
34
Fecha:
28 de marzo de 2016 - 14:50
Visibilidad:
Público
Centro:
C RECURSOS Dirección General del Mejora. Gestión de Aplicaciones
Duración:
10′ 47″
Relación de aspecto:
1.78:1
Resolución:
1920x1080 píxeles
Tamaño:
249.44 MBytes

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