Research article | Open Access
International Journal of Research in Teacher Education 2019, Vol. 10(3) 122-135
Capstone course: A qualitative view into instructor's role and teaching practices
pp. 122 - 135
Publish Date: September 30, 2019 | Single/Total View: 121/769 | Single/Total Download: 143/1.387
Abstract
Capstone courses provide an opportunity for preservice teachers to synthesize their undergraduate learning. Faculty utilize capstone environment to facilitate students successful transition from higher education into the school environment by providing opportunity to reflect and practice students' accumulated knowledge while providing individualized support. Faculty use the capstone environment to help preservice teachers elicit, reflect, and interpret their own understanding of mathematics and to relate it to the secondary mathematics content. This article presents the findings from a series of semi-structured interviews with capstone instructors. Our goal is to entice a conversation related to role of capstone within teacher education programs.
Keywords: Capstone, teacher education, mathematics teachers, instructors' role, mentoring, preservice teachers
APA 7th edition
Galeshi, R., & Choi, J. (2019). Capstone course: A qualitative view into instructor’s role and teaching practices. International Journal of Research in Teacher Education, 10(3), 122-135.
Harvard
Galeshi, R. and Choi, J. (2019). Capstone course: A qualitative view into instructor’s role and teaching practices. International Journal of Research in Teacher Education, 10(3), pp. 122-135.
Chicago 16th edition
Galeshi, Roofia and Jung-Ah Choi (2019). "Capstone course: A qualitative view into instructor’s role and teaching practices". International Journal of Research in Teacher Education 10 (3):122-135.
- Artzt, A., Sultan, A., Curcio, F., & Gurl, T. (2011). A capstone mathematics course for prospective secondary mathematics teachers. Journal of Mathematics Teacher Education. doi:10.1007/s10857-011-9189-5. [Google Scholar] [Crossref]
- Ball, D. L. (1991). Teaching mathematics for understanding: What do teachers need to know about subject matter? In M. M. Kennedy (Ed.), Teaching academic subjects to diverse learners (pp. 63–83). NY: Teachers College Press. [Google Scholar]
- Berliner, D. C. (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology & Society, 24(3), 200-212. [Google Scholar]
- Bliss, T., & Reynolds, A. (2004). Quality visions and focused imagination, In J. Brophy (Ed.), Using video in teacher education (pp. 29-51) Amsterdam: Elsevier. [Google Scholar]
- Britzman, D. P. (2000). Teacher education in the confusion of our times. Journal of teacher education, 51(3), 200-205. [Google Scholar]
- Butler, K.m., & Hardin-Pierce, M. (2005). Leadership strategies to enhance the transition from nursing student role to professional nurse. Nursing Leadership Forum, 9(3) 110-117. [Google Scholar]
- Conference Board of the Mathematical Sciences (CBMS) (2001). The Mathematical Education of Teachers. Washington, DC: The American Mathematical Society. [Google Scholar]
- Conference Board of the Mathematical Sciences (CBMS) (2012). The Mathematical Education of Teachers II. Providence RI and Washington DC: American Mathematical Society and Mathematical Association of America. [Google Scholar]
- Cox, D. C., Chesler, J., Beisiegel, M., Kenney, R., Newton, J., & Stone, J. (2013). The Status of Capstone Courses for Pre-Service Secondary Mathematics Teachers. Issues in the Undergraduate Mathematics Preparation of School Teachers, 4. [Google Scholar]
- Davis, E.A. (2006). Characterizing productive reflection among preservice elementary teachers. Teaching and Teacher Education, 22, 281-301 [Google Scholar]
- Estep, J. R., Anthony, M., & Allison, G. (2008). A theology for Christian education. B&H Publishing Group. [Google Scholar]
- Fernandez, N. P. (2006). Integration, reflection, interpretation: realizing the goals of a general education capstone course. About Campus, 11(2), 23‐26. [Google Scholar]
- Galeshi, R. (2014). Are We There Yet? A Comparative Study of Eighth Grade Mathematics Performance. Global Education Journal, 2014(3). [Google Scholar]
- Gifford, G. T., Cannon, K. J., Stedman, N. L., & Telg, R. W. (2011). Preparation for Full Time Employment: A Capstone Experience for Students in Leadership Programs. Journal Of Leadership Education, 10(1), 103-114. [Google Scholar]
- Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and teacher education, 24(7), 1884-1892. [Google Scholar]
- Hauhart, R. C., & Grahe, J. E. (2012). A National Survey of American Higher Education Capstone Practices in Sociology and Psychology. Teaching Sociology, 40(3), 227-241. [Google Scholar]
- Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008) Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 29, 430–511. [Google Scholar]
- Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal. 42(2): 371-406. [Google Scholar]
- Hobson, L. D., Harris, D., Buckner-Manley, K., & Smith, P. (2012). The importance of mentoring novice and pre-service teachers: Findings from a HBCU student teaching program. The Journal of Educational Foundations, 26(3/4), 67. [Google Scholar]
- Hudson, P., & Hudson, S. (2016). Mentoring beginning teachers and goal setting. Australian Journal of Teacher Education, 41(10), 4. [Google Scholar]
- Jorgensen, J. E., Mescher, A. M., & Fridley, J. L. (2001). Industry collaborative capstone design projects. In Proceedings of the International Conference on Engineering Education. Retrieved from http://www.ineer.org/events/icee2001/proceedings/papers/259.pdf [Google Scholar]
- Lattuca, L. R., & Stark, J. S. (2011). Shaping the college curriculum: Academic plans in context. John Wiley & Sons. [Google Scholar]
- Loe, M., & Rezak, H. (2006). Creating and implementing a capstone course for future secondary mathematics teachers. In K. Lynch-Davis and R. L. Rider (Eds.). The work of mathematics teacher educators: Continuing the conversation Monograph Series Volume 3(pp. 45-62). San Diego, CA: AMTE. [Google Scholar]
- McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378-386. [Google Scholar]
- Olson, H. (2017). Effective Practices to Support Year-Long Student Teachers by Cooperating Teachers and the School District (Doctoral dissertation, University of South Dakota) [Google Scholar]
- Redman, D., Conley, S., & Deal, T. E. (2015). A cultural approach to mentoring new teachers. Mentoring for school quality: How educators can be more professional and effective, 65-80. [Google Scholar]
- Reifenberg, S., & Long, S. (2017). Negotiating the Client-Based Capstone Experience. International Journal of Teaching and Learning in Higher Education, 29(3), 580-588. [Google Scholar]
- Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. Zdm, 43(1), 133-145. [Google Scholar]
- Schön, D. (1983). The reflective practitioner: How practitioners think in action. London: Temple Smith. [Google Scholar]
- Stockero, S. L. (2008). Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers. Journal of Mathematics Teacher Education, 11(5), 373. [Google Scholar]
- Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. [Google Scholar]
- Shulman, L. (1987). Knowledge and teaching: Foundation of the new reform. Educational Review, 57, 1–22. [Google Scholar]
- Vosen, M. (2007). The Case of the Capstone Course: Reflection and the Commonalities between English and University Studies (BUS) Students. In Composition Forum(Vol. 17). Association of Teachers of Advanced Composition [Google Scholar]
- Winsor, M. S. (2009). One Model of a Capstone Course for Preservice High School Mathematics Teachers. Primus, 19(6), 510-518. [Google Scholar]
- Zeichner, K., & Liston, D. (1987). Teaching student teachers to reflect. Harvard educational review, 57(1), 23-49. [Google Scholar]
