A Cultural Historical Activity Theory Perspective to Understand Preservice Science Teachers' Reflections on and Tensions during a Microteaching Experience

Autor/inn/en	Sezen-Barrie, Asli; Tran, Minh-Dan; McDonald, Scott P.; Kelly, Gregory J.
Titel	A Cultural Historical Activity Theory Perspective to Understand Preservice Science Teachers' Reflections on and Tensions during a Microteaching Experience
Quelle	In: Cultural Studies of Science Education, 9 (2014) 3, S.675-697 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-013-9503-x
Schlagwörter	Cultural Context; History; Social Theories; Preservice Teachers; Teacher Education Programs; Reflection; Stress Variables; Microteaching; Video Technology; Middle School Students; Science Instruction; Methods Courses + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; Gesellschaftstheorie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Methodisch-didaktische Anleitung
Abstract	This study draws from cultural historical activity theory (CHAT) to analyze preservice teachers' reflections on a microteaching activity. Microteaching activities involved preservice educators teaching middle school students from local schools. The study was conducted with 23 preservice teachers enrolled in a large university's teacher education program. During this secondary science teaching methods course, every pair of preservice teachers engaged in 20 minute microteaching activity with 3-5 middle school students. The microteaching was videotaped, and the teachers subsequently provided voice-over reflections on a second audio track. Transcriptions of the microteaching events were analyzed through the formation of event maps showing the phases of activity and the organizational sequence of actions. Event maps were used to investigate the focus of preservice teachers' reflections. The results showed that while learning from their microteaching, preservice teachers focused primarily on the mediating artifacts and gave least attention to the larger teaching community surrounding these activities. Use of CHAT helped to identify challenges in different elements of the microteaching activity. The study contributes to how reflective practice can be enhanced through attention to the social and cultural dimensions of the teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10