SIX DOMAINS IN RRL

1. Inventory

 If teacher preparation courses are

responsive to the needs of the real world
classrooms (Hancock & Gallard, 2004),
then why does the quality of teaching is
the US and Australia still needs
improvement? (Newman, King, & Secada,
1996; Queensland Department of
Education, 2001; Gore, Ladwig, Griffins,
& Amosa 2007; Chesley & Jordan, 2012).
 2. Resonation

 Gore et al., (2007) argues that the poor

quality of teaching implies that teacher
education institutions have failed
application of teacher preparation
courses to practice or student teaching
or also known as practicum (Halim,
Buang & Meerah, 2010; Lee, 2007).
 3. Compare & Contrast

Several studies attest to the value of social

support for students’ learning outcomes.
Brok, Brekelmans & Wubbles (2004) used
a survey questionnaire to examine teacher
interaction in 45 third year physics classes.
The study found that teacher’s behavior
accounted for more than half of the
variance in student learning outcomes
and increased students’ motivation to learn
( Konold et al., 2008; Erdem, 2009).
 Similarly, in a meta-analysis of 119 studies from
1948 to 2004 with 1,450 findings and 355.325
students examining teacher student relationship in
the classroom, Cornelius-white (2007) found that
the quality of teachers’ interaction with their
students such as encouraging them to learn,
valuing students’ voice in the teaching and
learning processes and providing support (Gillies,
2004; Aziz and Hossain, 2010) Had a significant
impact on students’ learning outcome. Supportive
behaviors may also come from students
themselves (Gillies, 2004; Erdem, 2009; Aziz &
Hossain, 2010).
 Other research focused on the role of
cooperating teachers (Valencia et al.,
2009; Yayli, 2008; Broadbent, 1998;
Sinclair & Thistleton-Martin, 1999;
Hopper & Sandford, 2004; Cochran-
smith, 2005), perceptions of student
teachers to practice teaching and their
self-efficacy (Akkoc & Yesildere; 2010
Dorfman, Galluzo & Meisels, 2006;
Gurbuzturk, 2009).
 When students are supported be teachers, they
in turn become supportive of their classmates
(Erdem et al., 2009) in their pursuit of learning
( Konold et al., 2008).
While social support is crucial in students’ learning
as evidence in the preceding perception based
studies. Vygotsky’ socio cultural theory argues
that support is better exemplified when students
struggle in the pursuit of the substance of the
lesson (Shabani, Khatib & Ebadi, 2010) and when
teachers design assessment tasks that will
intellectually challenge students (NSW DET,
2003).
4. Reinforce and Debunk (Set the premise
first)
While many researchers responded to the
earlier call to investigate the lack of integration
between theory and classroom practice, these
studied led to the development of lengthy and
broad performance assessment tools (see
Chiarelot, Davidman & Muse, 1980), of
questionable validity (Fish, 1995), and a
framework that focused on a suggested range
of teaching skills (Hiebert et al., 2007, Shehu &
Mokgwathi, 2007).
 5. Converge and Diverge

The contribution of university coursework

to student teachers’ instructional quality
(Darling-Hammond, 2006; Akkoc &
Yesildere, 2010; Darling-Hammond, 2006;
Kevin, et al., 2005; Pecheone & Chung,
2006; Zeichner, 2010) such as classroom
management, subject matter
understandings, Instructional strategies
and curriculum selection should be
assessed based on explicit quality criteria.
 Also, student teachers must learn to attend
simultaneously to these aspects of teaching,
implement instruction and learn from the
experience (Valencia et al., 2009; Ball &
Forzani, 2009; Bates Ramirez & Drits, 22009;
Cornu, 2005; Ediger, 2007; Kennedy, 2006;
Lee, 2007; Parkison, 2008; Valencia et al.,
2009). However, the issue of student teachers
application of what has been learn at
university in classroom instruction is still under
investigation ( Clark, 2005; Fazio & Volante,
2011; Featherstone, 2007; Kervin, et al., 2005;
Smith, 2010; Vick, 2006; Yayli, 2008).
 6. Departure

Although the studies cited above are recognized

to be significant in the teacher preparation research,
there is a need to capture what happens inside the
classroom instruction (Damon, 2007)as a source of
evidence (Darling-Hammond, 2006; AERA Panel on
Research on Teacher Education, 2005) to assess
student teachers’ readiness to teach (Hitz, 2008)
and a mechanism by which they can reflect on areas
of classroom instruction to improve their teaching
performance (LaBoskey & Richert, 2002; Valencia et
al., 2009; Wilkins, Shin & Ainsworth, 2009).
More importantly, this evidence may
also serve as basis to evaluate the
application of theory to practice (Darling-
Hammond & Snyder, 2000; Whitford,
Rusco & Fickel, 2000; Koh & Luke,
2009; Wang et al., 2010) in real
classroom (Lee, 2007; Bielefeldt, 2012;
Chen, 2012; Connor et al., 2009; Farrell,
2011; Chesley & Jordan, 2012).
It is expected that you
will apply this in your
thesis. . . .

Thank you. . .