Engagement in high‐leverage science teaching practices among novice elementary teachers

Abstract

As part of learning to teach, teachers must learn to use a range of teaching practices. In this longitudinal study the authors explore how novice elementary teachers learn to engage in a set of high‐leverage science teaching practices, such as leading a science sensemaking discussion and setting up and managing small‐group investigations. Drawing primarily on videorecords from 33 lesson enactments, supplemented by transcripts of interviews with the participants, the authors follow five participants from their second year of a teacher education program through their first year of teaching. Findings suggest that high‐leverage science teaching practices can be untangled from one another and that teachers mostly demonstrated some important strengths in the dimensions of the practices. Furthermore, the teachers were able to use the practices synergistically, though in different ways, toward their goal of supporting students' sensemaking. The findings also suggest that teachers' engagement in the practices varied considerably as a function of lesson and school context. The findings have implications for the design of practice‐based teacher education experiences and for scholarship on teacher development.

Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions

“…Although research on using online simulated teaching experiences to develop PSTs' practice is growing (Dieker et al, 2017; Lottero‐Perdue et al, 2022), we know very little about the ways in which PSTs' respond to students' ideas within such environments (Estapa & Davis, 2023; Mikeska et al, 2023), and particularly across simulated environments that differ in complexity. Notable exceptions include a couple studies exploring whether PSTs are responsive to students' ideas when engaging in an online simulated teaching experience (Levin et al, 2019; Mikeska et al, 2023) or navigating discussions in a real classroom (Davis & Palincsar, 2023; Haverly et al, 2020).…”

“…While online simulated teaching experiences provide PSTs the opportunity to practice facilitating sense‐making discussions, the ultimate goal is for PSTs to be able to engage a classroom of students in rigorous and authentic science discussions. A few researchers are exploring PSTs' facilitation of scientific discussion in classroom settings (Davis & Palincsar, 2023; Haverly et al, 2020). Haverly et al (2020) studied the discourse moves PSTs use when navigating a science discussion and found they typically provide opportunities for students to share their ideas, encourage students to expand upon their ideas, and use wait time.…”

“…Yet, for the bulk of the discussion, the PSTs were focused on maintaining control of the classroom, which resulted in students not being able to fully engage in sense‐making discussions with each other. Davis and Palincsar (2023) also investigated the ways PSTs lead science sense‐making discussions. Findings from this study again showed PSTs could engage students in a discussion; however, it was difficult for them to encourage students to think about each other's ideas and respond to each other.…”

Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development

“…Phenomena‐based approaches are gaining increasing popularity, as reflected in many exciting lines of research including practice‐based teacher education, science practices engagement, ambitious science teaching, and so forth (Davis & Palincsar, 2023; Reiser et al, 2021; Windschitl et al, 2018). Phenomena‐based instruction lacks a universal definition, but common characteristics include (1) engaging learners in science with a caring community, (2) orienting student‐led investigations in phenomena‐based contexts, (3) providing metacognitive support in refining explanations and solutions, and (4) allowing instructors and students to learn with and from each other (National Academies of Sciences, Engineering, and Medicine (NASEM), 2021).…”

Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process

“…We refer to this complex set of pedagogical approaches as reform-based instructional practices, hereinafter described as "reform practices," for brevity and clarity. The instructional challenges associated with reform practices are especially pronounced in elementary environments where teachers often feel unprepared, and where science instruction is underdeveloped, de-emphasized, and in many cases, not taught (Banilower et al, 2018;Davis & Palincsar, 2023;Dorph et al, 2011;Roth, et al, 2011;Sandholtz & Ringstaff, 2014; van Zee et al, 2005;Windschitl & Stroupe, 2017).…”