Facilitating Scientific Engagement Online: Responsive Teaching in a Science Professional Development Program

Watkins, Jessica; Jaber, Lama Z.; Dini, Vesal

doi:10.1080/1046560x.2020.1727622

Cited by 9 publications

(6 citation statements)

References 63 publications

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“…were central to decision making in the midst of the pandemic. At this moment, research like that of Watkins et al (2020), where they supported science teacher professional learning of a responsive approach to facilitating scientific engagement online suddenly became paramount to the mission of educating future science teachers.…”

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confidence: 99%

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

Campbell

Melville

Verma

et al. 2021

Journal of Science Teacher Education

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In May 2020, we used the editorial Science Teacher Education in the Times of the COVID-19 Pandemic (Verma et al., 2020) as an occasion to document the unique time in history in which we found ourselves. In our editorial, we focused on "1) documenting snapshots of the global impact of the pandemic on life and schools, 2) examining a sampling of governmental leaders' responses to the pandemic, especially considering what we can learn about societies relation to, and reliance (or not) on, science; and 3) documenting the ways in which the COVID-19 had helped amplify our societal and educational inequities" (p. 483). At the time we wrote our editorial there had been more than 4 million global cases of COVID-19 and more than 250,000 global COVID-19 related deaths. On November 21, 2020, the date on which we wrote this editorial, and approximately six months after our first COVID-19 focused editorial, there were more than 55 million global COVID-19 cases and more than 1.3 million global deaths attributed to the pandemic. As can be seen, we continue to suffer tremendously at the hands of the pandemic. Now, while it may be tempting to provide another snapshot as we did in May to document the impact of the pandemic on life and schools, our governmental responses, and the ways in which COVID-19 continues to amplify societal and educational inequities, we have instead chosen to focus this editorial on how science teacher education has been challenged as a result of the ongoing grip of the pandemic, and as a result of those challenges, the opportunities that we are now presented with. More specifically, we document some of the changes to science teacher education that have occurred and point to how innovative approaches used to make these changes possible might also point to the future. Further, we propose and consider how the new lines of inquiry connected to the new insights made apparent during the COVID-19 pandemic might support the field of science teacher education in imagining a more equitable future that is grounded in cultivating science student's and citizen's critical consciousness and reliance on science and justice-informed decision making. Changes to science teacher education in the pandemicThe first wave of the pandemic, which rolled across the world from January, brought with it abrupt transitions to remote learning with varied success through a range of online platforms (Durden, 2020;Lederman, 2020). In response, science teacher educators across the globe were faced with making decisions about how to best support preservice teachers learning to teach in ways that are very different from the traditional in-person instruction and field-based CONTACT Todd Campbell

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confidence: 99%

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

Campbell

Melville

Verma

et al. 2021

Journal of Science Teacher Education

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“…The concept of responsive teaching is not new but rarely gets used in the PL context [85]. A responsive teaching approach focuses on foregrounding the learner's reasoning and tailoring instruction in response to student thinking [86], [87].…”

Section: B Valuable Program Elementsmentioning

confidence: 99%

Blended Implementation of Existing Precollege Engineering Programs: Teacher Perspectives of Program Impact

Dalal,

Iqbal,

Carberry

2024

IEEE Trans. Educ.

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Contribution: This work examines the impact of a unique precollege STEM education initiative during its two pilot years. The study contributes to the growing body of research by unpacking the needs of and the impact on an important stakeholder group (i.e., the teachers) in the engineering education ecosystem to help inform the future design and development of teacher professional learning models. Background: Efforts to provide precollege students with engineering or robotics-specific experiences are on the rise. These efforts are typically undertaken independently of one another. A first-of-its-kind collaboration between two precollege STEM initiatives aimed to break down existing silos between programs and offer a blended engineering and robotics curriculum targeting underserved schools. Research Questions: 1) How does a program designed to blend two existing engineering and robotics programs at the secondary school level impact teachers? and 2) What program elements are deemed valuable by participating teachers who are implementing a blended engineering and robotics program at the secondary school level? Methodology: Four focus groups were conducted with teachers (n = 16) over a period of two years. Data was analyzed using open coding and constant comparison methods. Findings: Four themes of growing confidence, exercising agency, responsive professional development, and support structures emerged across the four datasets. Collectively these themes capture pragmatic understandings of offering a new, blended precollege STEM program and advance an argument for the involvement of all stakeholders to support the teachers.

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“…However, several recent studies have investigated teacher learning in online settings. For example, Watkins et al (2020) examine instructors’ responsiveness in an asynchronous online discussion as part of a hybrid online science professional development program for in-service elementary and middle school teachers. In another example, Cohen et al (2020) evaluate whether providing coaching between practice sessions in teacher education courses leads to more rapid development of skills and changes in teachers’ beliefs about student behavior, using mixed-reality simulations as a practice space and standardized assessment platform.…”

Section: Background and Framingmentioning

confidence: 99%

“Everything That’s Hard Got Harder”: Preservice Teachers’ Attempts at Rigorous and Responsive Instruction During Pedagogical Rehearsals in the COVID Pandemic

Stroupe

Christensen

2023

AERA Open

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At the onset of the COVID-19 pandemic, our teacher preparation program shifted to an online setting, disrupting a key feature of practice-based teacher preparation: preservice science teachers’ (PSTs) approximation of rigorous and responsive instruction during extended pedagogical rehearsals, called macroteaching. Given this unplanned shock to their preparation, we examined how PSTs viewed macroteaching and their evolving participation in the teaching rehearsal. Using a situative perspective, we collected multiple forms of data. We found that although PSTs wanted to enact rigorous and responsive instruction, their participation was deeply affected by the sudden shift to an online setting. Our analysis of video-recorded lessons confirmed PSTs’ observations that their instruction became less rigorous and responsive over time. We conclude with questions about teacher preparation during the pandemic.

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Facilitating Scientific Engagement Online: Responsive Teaching in a Science Professional Development Program

Cited by 9 publications

References 63 publications

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

Blended Implementation of Existing Precollege Engineering Programs: Teacher Perspectives of Program Impact

“Everything That’s Hard Got Harder”: Preservice Teachers’ Attempts at Rigorous and Responsive Instruction During Pedagogical Rehearsals in the COVID Pandemic

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