Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction

Autor/in	Stroupe, David
Titel	Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction
Quelle	In: Cognition and Instruction, 34 (2016) 1, S.51-77 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2015.1129337
Schlagwörter	Beginning Teachers; Teaching Methods; Teacher Effectiveness; Teacher Education; Pedagogical Content Knowledge; Methods Courses; Science Instruction; Secondary School Science; Observation; Semi Structured Interviews; Teacher Attitudes + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; Methodisch-didaktische Anleitung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Lehrerverhalten
Abstract	I investigated how five first-year teachers--all peers from the same science methods class framed around ambitious instruction--used resources to plan and learn in schools that promoted pedagogy anchored around information delivery. The participants engaged in different cycles of resource-driven learning based on the instructional framework they readily enacted. Three participants who enacted ambitious instruction created generative cycles, and two participants who engaged in delivery pedagogy limited their learning in narrowing cycles. Regardless of the learning cycles, students' science ideas became the core resource for each participant. However, the participants who readily enacted ambitious instruction used students' ideas in conjunction with other prioritized resources including "face-to-face" tools, planning tools, and high-leverage practices. The participants who engaged in delivery pedagogy used students' ideas along with resources valued in their school contexts, such as knowledge-embedded tools (textbooks and curricula) and department norms for teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01