Becoming Ambitious: How a Practice-Based Methods Course and "Macroteaching" Shaped Beginning Teachers' Critical Pedagogical Discourses

Autor/inn/en	Stroupe, David; Gotwals, Amelia; Christensen, Julie; Wray, Kraig A.
Titel	Becoming Ambitious: How a Practice-Based Methods Course and "Macroteaching" Shaped Beginning Teachers' Critical Pedagogical Discourses
Quelle	In: Journal of Science Teacher Education, 33 (2022) 6, S.683-702 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stroupe, David) ORCID (Gotwals, Amelia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.1988037
Schlagwörter	Science Education; Science Instruction; Methods Courses; Beginning Teachers; Teacher Attitudes; Discourse Analysis; Teacher Education; Science Teachers; Secondary School Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Methodisch-didaktische Anleitung; Junior teacher; Junglehrer; Lehrerverhalten; Diskursanalyse; Lehrerausbildung; Lehrerbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study reports on eleven second-year teachers who were all students in the same practice-based secondary science methods courses framed around ambitious science teaching. In this qualitative embedded single case study, we examined if, how, and why novice teachers linked their current critical pedagogical discourses and instruction back to any practice-based learning opportunities from the methods courses, especially an opportunity termed "macroteaching." We found that ten out of the eleven participants expressed similar critical discourses about what counts as good teaching, positioned themselves as "becoming ambitious," and linked such critical discourses back to the shared methods class. One participant provides counter-examples. We conclude with lingering questions and research suggestions for the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01