Abstract
A primary goal of teacher education programs is to equip teacher candidates with the necessary skills to navigate the social and cultural realities and complexities of the classroom while seamlessly integrating theory and practice. As our classrooms become more socially, economically, and culturally diverse it is important for teachers to evolve into developmentally and culturally responsive individuals who can incorporate a variety of teaching strategies to meet the unique needs of each student. However, novice teachers often face challenges in meeting the individual needs of students due to their lack of experience, classroom management challenges, time constraints, the complexity of curriculum planning, and a novice understanding of the impact student differences can have upon learning. In response to this challenge, we have developed a project known as "Invent-a Kid". This project, grounded in research that promotes constructivist learning principles, reflective practice, and the use of case studies, aims to guide teacher candidates in the practical application of theory and content while fostering appropriately responsive teaching. This paper will summarize the origins and theoretical foundation of the project, offer models of implementation, and provide several suggestions for teacher educators to consider when implementing the Invent-a-Kid project in their course.
Recommended Citation
Poland, K., Bardsley, M. E., & Vermette, P. (2024). Invent a Kid Project: Fostering Creative Reflective Practice in Teacher Candidates. Excelsior: Leadership in Teaching and Learning, 17(1). CCBY.
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Curriculum and Instruction Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
