Literaturnachweis - Detailanzeige
Autor/inn/en | Windschitl, Mark; Lohwasser, Karin; Tasker, Tammy |
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Titel | Learning to Plan during the Clinical Experience: How Visions of Teaching Influence Novices' Opportunities to Practice |
Quelle | In: Journal of Teacher Education, 72 (2021) 4, S.405-418 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Windschitl, Mark) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4871 |
DOI | 10.1177/0022487120948049 |
Schlagwörter | Preservice Teacher Education; Experiential Learning; Science Teachers; Science Instruction; Cooperative Planning; Lesson Plans; Student Teaching; Secondary School Teachers; Cooperating Teachers; Student Teachers; Mentors Lehramtsstudiengang; Lehrerausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Teaching practice; Unterrichtspraxis; Co-operation; Cooperation; Kooperation; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin |
Abstract | In this study, we document pre-service teachers' (PSTs) opportunities to learn about planning for equitable and ambitious instruction during clinical placements. We also test whether these opportunities vary by the level of participants' perceived congruence between the vision of science teaching supported in their university coursework and the instructional practices and learning culture of their host classrooms. We analyzed interview and survey responses of 65 science PSTs from three preparation programs which required their novices to learn about planning and teaching that was consistent with research-based reforms. In placements where novices could participate in planning practices that were perceived as congruent with these reform-based visions, they were more likely than peers in low-congruence classrooms to engage in educative co-planning with a mentor, to take up responsibilities for planning lessons earlier in the school year and for longer periods of time, and to receive useful feedback from mentors. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |