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

Autor/inn/en	Davis, Elizabeth A.; Kloser, Matthew; Wells, Andrea; Windschitl, Mark; Carlson, Janet; Marino, John-Carlos
Titel	Teaching the Practice of Leading Sense-Making Discussions in Science: Science Teacher Educators Using Rehearsals
Quelle	In: Journal of Science Teacher Education, 28 (2017) 3, S.275-293 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davis, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2017.1302729
Schlagwörter	Science Teachers; Teacher Educators; Comprehension; Preservice Teachers; Secondary School Science; Secondary School Teachers; Drills (Practice); Teaching Methods; Discussion (Teaching Technique); Feedback (Response); Problem Solving; Decision Making; Science Education + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Verstehen; Verständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Decision-making; Entscheidungsfindung; Naturwissenschaftliche Bildung
Abstract	Rehearsal is an increasingly important teacher education pedagogy. We explore how 3 science teacher educators thought about and used pauses within rehearsals to support secondary science teacher candidates in learning to facilitate sense-making discussions. Video data indicated that the most common purposes for pausing a rehearsal were to provide feedback about the candidate's practice and to problem solve with the candidates. Substantively, the most common foci were attending to student thinking and attending to the use of language. Interview data indicated that teacher educators responded to candidates' needs when making decisions about pauses. These findings suggest that rehearsals can provide rich learning opportunities for teacher candidates in ways that are interactive and responsive to students' ideas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01