We present an empirically based model for teaching about planning in pre-service science teacher education as part of on-campus courses. Planning is usually taught through the introduction of theoretically based planning models, but these models commonly assume a linear idea of planning that does not match how teachers go about planning. We examined how pre-service middle school science teachers planned a 20-minutes microteaching lesson on sustainable development. Six groups of pre-service teachers' conversations were video recorded, transcribed, and analyzed through practical epistemology analysis and deliberative educational questions, with the aim of extracting empirically based components of a model for teaching about planning. Our results confirm that the pre-service teachers' planning did not constitute a linear process. However, it still had certain regularities. In particular, all components of the planning model reappeared frequently, but were successively dealt with in new ways. Moreover, the pre-service teachers dealt with aspects of planning beyond those of the original model. These aspects concerned questions about (1) planning rules, (2) inauthenticity and (3) sources. We interpreted these aspects as additional components which, together with the original planning model, may constitute the beginnings of a general model for how to teach about planning in science teacher education.
Although microteaching is a common approach to engaging preservice teachers in reflection on teaching in on-campus courses, this reflection is usually carried out as a separate part. We examined how preservice middle school science teachers reflected amid planning a 20-min microteaching unit on sustainable development. Six groups of preservice teachers were video recorded and their conversations transcribed. We used practical epistemology analysis to analyze moments of reflection in these conversations. The preservice science teachers recurrently engaged in reflection in the course of their planning, which led to changes in perspective concerning important aspects of how to plan teaching that may be considered central for preservice science teachers to learn during their teacher education. Preservice teachers' reflection was related to the openness of the task, as they had to make decisions about many different aspects of their teaching. Even aspects that are not on the table in a realworld setting, for instance having the possibility of deciding on the age of the target students, led to productive reflection and opportunities for learning. Our results contribute to increased awareness of the possibilities of microteaching for facilitating learning during planning. This may provide science teacher educators with better possibilities of supporting their preservice science teachers' reflective practice.
När flerspråkiga elever i årskurs 3 fick använda båda sina språk kunde de utrycka sig mer avancerat och på ett mer utvecklat sätt. Att använda hela sin språkliga repertoar blir till en resurs för eleverna, visar en studie från Stockholms universitet.
”Elever förlorar sitt intresse både för innehållet och det som görs i det naturvetenskapliga klassrummet när de kommer upp på högstadiet.” Detta är en sanning för många lärare och forskare. Per Anderhag och hans kollegor har valt att undersöka denna föreställning och presenterar ett resultat som tvingar oss till ett perspektivbyte.
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