Teaching the Practice of Leading Sense-Making Discussions in Science: Science Teacher Educators Using Rehearsals

Davis, Elizabeth A.; Kloser, Matthew; Wells, Andrea; Windschitl, Mark; Carlson, Janet; Marino, John-Carlos

doi:10.1080/1046560x.2017.1302729

Cited by 38 publications

(31 citation statements)

References 23 publications

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“…Interestingly, the implementation of “student talk” was marginally lower in the method course for Program B. Perhaps related, Program B was the only program experiencing a negative change in “student talk”—leading us to wonder about the important connection of actually getting to rehearse practice in an authentic context and then enacting that practice during student teaching (Baldinger, Selling, & Virmani, ; Davis et al., ).…”

Section: Discussionmentioning

confidence: 99%

Improving the preparation of novice secondary science teachers for English learners: A proof of concept study

et al. 2018

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This proof of concept study investigated a secondary science teacher preparation intervention in six university programs across Arizona, California, and Texas. Researchers and science method instructors (SMIs) collaboratively restructured respective science method courses to hold fidelity to an interrelated set of instructional practices that attend to science learning as envisioned in a Framework for K–12 Science Education, while also creating contextualized spaces for language and literacy development targeted to English learners (ELs), but also supportive of “mainstream” students. We observed the teaching of SMIs and preservice teachers (PSTs) with observation rubrics to gauge the fidelity to which they implemented practices. Across programs, SMIs provided opportunities for PSTs to experience the instructional practices as intended, although there was less opportunity for pedagogical development around them. The strongest evidence of PST fidelity to the intervention was found for two practices: “Increasing student interaction” and “Facilitating student talk.” Considerable variation was found across the programs for other practices including some evidence of negative effects. We discuss results in terms of promises for preparing novice secondary science teachers, as well as future directions to overcome challenges that researchers, SMIs, and novice teachers are likely to face when preparing novice science teachers.

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Section: Discussionmentioning

confidence: 99%

Improving the preparation of novice secondary science teachers for English learners: A proof of concept study

et al. 2018

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“…At the end of this phase the dataset was divided into 846 segments. A few segments (27) included discussions that referenced issues that were irrelevant to this analysis, such as personal issues, personal conflicts between group members, or questions and answers about course management and responsibilities. Segments that included these topics were eliminated from the dataset (27).…”

Section: Discussionmentioning

confidence: 99%

“…A few segments (27) included discussions that referenced issues that were irrelevant to this analysis, such as personal issues, personal conflicts between group members, or questions and answers about course management and responsibilities. Segments that included these topics were eliminated from the dataset (27). The final classification presented here relates to the remaining 819 segments, which were eventually classified into a hierarchical thematic categorization composed of 23 categories organized in clusters and subclusters that reflect the nature and structure of knowledge, practices, and beliefs that were brought into the open during the interactions between the instructors and the preservice teachers over the evolving lesson plans (i.e., first research question).…”

Section: Discussionmentioning

confidence: 99%

“…The physics teacher preparation program at the Technion [25] offers five different disciplinary-based educational courses for preservice teachers in addition to the general education courses. It shares many of the core principles that underlie Etkina's approach to teacher education, such as cognitive apprenticeship, scaffolding, active learning, and microteaching (i.e., sessions in which preservice teachers teach their peers [19,26,27]). However, the design of the course in which we carried out this study diverges from Etkina's methods for teaching courses in the following respects: (i) The main scientific and pedagogical content covered in our course was encompassed by the span of the projects the preservice teachers were working on.…”

Section: B the Current Studymentioning

confidence: 99%

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Content-specific pedagogical knowledge, practices, and beliefs underlying the design of physics lessons: A case study

Kapon

Merzel

2019

Phys. Rev. Phys. Educ. Res.

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We present an analysis of the in situ support provided to preservice physics teachers (PPTs) enrolled in a Methods for Teaching Physics course (N ¼ 28) at a research university, while working on the design of 20 lessons in mechanics and waves they taught later in the course. The PPTs submitted 4 evolving plans for each lesson, and received guidance and support in two consecutive consultation meetings on each lesson plan (30 min each), as well as written feedback via the course website. Using grounded theory methods, the analysis examines the interactions between instructors and preservice teachers over the evolving lesson plans as captured in the videos of the consultation meetings and written correspondence. We analyze the PPT-initiated and instructor-initiated concerns, guidance, and support to infer and unpack tacit professional knowledge, practices, and beliefs. The emergent categorization articulates the knowledge, practices, and beliefs that inform and guide the design of physics lessons that offer in-depth treatment of concepts, procedures, practices, and epistemological aspects of physics in an engaging and meaningful way for students, and foster active learning. The extent to which these categories are grounded in the discipline is discussed.

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“…The methods course instructor modeled each AST practice and provided opportunities for candidates to experience each practice as students of science. Following this demonstration, candidates worked in groups of four to five to plan and approximate the modeled practice with their peers via rehearsal (Davis et al, ). Thus, candidates had opportunities to practice and see the various forms of approximation conducted by their peers while playing the role of students, teachers, or observers.…”

Section: Methodsmentioning

confidence: 99%

What do core practices offer in preparing novice science teachers for equitable instruction?

Kang

Zinger

2019

Science Education

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This study explores the affordances and constraints of using the four core practices of ambitious science teaching (AST) as the main curriculum of science methods courses in preparing novice teachers for equitable instruction.Employing a longitudinal qualitative case study approach, this study follows three novice secondary science teachers' trajectories over 3 years, from their preparation to their second year of teaching. Participants were three White women who taught primarily Latinx, English learners, exceptional learners, and/or those who live in poverty. The contemporary vision of science learning promoted by the Next Generation Science Standards and critical race theory guide our analysis of novice teachers' instruction. Findings suggest that using AST practices as the main curriculum of science methods courses can help prepare novice teachers for equity if the approximation of these practices facilitates novices in problematizing their normalized views, expectations, and practices of disciplinary teaching and learning. The core practices are limited, however, in their ability to develop novice teachers' critical consciousness about racism and systemic inequity, which profoundly affects interactions with marginalized youth in classrooms.

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Teaching the Practice of Leading Sense-Making Discussions in Science: Science Teacher Educators Using Rehearsals

Cited by 38 publications

References 23 publications

Improving the preparation of novice secondary science teachers for English learners: A proof of concept study

Improving the preparation of novice secondary science teachers for English learners: A proof of concept study

Content-specific pedagogical knowledge, practices, and beliefs underlying the design of physics lessons: A case study

What do core practices offer in preparing novice science teachers for equitable instruction?

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