Capturing Elementary Preservice Teachers’ Pedagogical Approaches Through Animation: Responses Within and Across the University and Classroom Contexts

Anne Estapa; Jeni Davis

doi:10.1007/s10758-025-09849-3

Back

Capturing Elementary Preservice Teachers’ Pedagogical Approaches Through Animation: Responses Within and Across the University and Classroom Contexts

Journal article

Open access

Peer reviewed

Capturing Elementary Preservice Teachers’ Pedagogical Approaches Through Animation: Responses Within and Across the University and Classroom Contexts

Anne Estapa and Jeni Davis

Technology, knowledge and learning, Vol.30(4), pp.2123-2147

12/2025

DOI: 10.1007/s10758-025-09849-3

Appears in UI Libraries Support Open Access

Files and links (1)

url

https://doi.org/10.1007/s10758-025-09849-3View

Published (Version of record) Open Access

Abstract

Preservice teachers (PSTs) enter teacher education programs with years of experience as students in the classroom (Lortie, Schoolteacher: A sociological study, University of Chicago, Chicago, 1975). Teacher educators aim to understand PSTs’ unique experiences and support their learning of pedagogy within and across various contexts, including content methods coursework and clinical experiences. Research indicates that coherence between these contexts is crucial (Cochran-Smith & Zeichner, Studying teacher education: The report of the AERA panel on research and teacher education, Routledge, 2009). Our study examined how PSTs conceptualized pedagogical approaches using animation and whether the approach enacted changed across content methods coursework and clinical experiences. The results reveal a discrepancy in teaching approaches, highlighting the influence of clinical experience on PST learning and underscoring the pivotal role of teaching beliefs in shaping views on teaching mathematics and science.

Mathematics

Elementary teaching

Instructional approaches

Science

Clinical experiences

UIOWA OA Agreement

Details

Title: Subtitle: Capturing Elementary Preservice Teachers’ Pedagogical Approaches Through Animation: Responses Within and Across the University and Classroom Contexts
Creators: Anne Estapa - University of Iowa, Iowa City, United States
Jeni Davis - Salisbury University
Resource Type: Journal article
Publication Details: Technology, knowledge and learning, Vol.30(4), pp.2123-2147
DOI: 10.1007/s10758-025-09849-3
ISSN: 2211-1662
eISSN: 2211-1670
Publisher: Springer Nature; DORDRECHT
Language: English
Electronic publication date: 06/04/2025
Date published: 12/2025
Academic Unit: Psychological and Quantitative Foundations; Teaching and Learning
Record Identifier: 9984829889302771

Metrics

1 Record Views