Cultural-Historical Analysis of Feedback from Experts to Novice Science Teachers on Climate Change Lessons

Autor/inn/en	Sezen-Barrie, Asli; Marbach-Ad, Gili
Titel	Cultural-Historical Analysis of Feedback from Experts to Novice Science Teachers on Climate Change Lessons
Quelle	In: International Journal of Science Education, 43 (2021) 4, S.497-528 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sezen-Barrie, Asli) ORCID (Marbach-Ad, Gili)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1870759
Schlagwörter	Science Teachers; Science Instruction; Climate; Teaching Methods; Preservice Teachers; Mentors; Teacher Student Relationship; Feedback (Response); Grounded Theory; Discourse Analysis; Lesson Plans; Change; Sociocultural Patterns; Teacher Education Programs; Time Management; Alignment (Education); Student Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klima; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Diskursanalyse; Lesson planning; Unterrichtsplanung; Wandel; Soziokulturelle Theorie; Zeitmanagement; Schülerverhalten; Lehrerverhalten
Abstract	This study uses the Cultural-Historical Activity Theory (CHAT), to investigate the dialogic interaction between preservice science teachers (PSSTs) and mentor teachers (MTs). We focus on the cultural and historical nature of feedback by MTs while PSSTs are learning to teach climate change. The primary data was video recordings of feedback sessions. The written feedback from MTs, PSSTs' lesson plans, and reflections were used as auxillary data. We used grounded theory and discourse analysis to analyse the data to answer the question, 'What is the cultural-historical nature of MTs feedback to PSSTs on their climate change lessons?' By highlighting components such as division of labour within classrooms, CHAT provided a lens to make sociocultural and historical aspects of teaching activity more visible to inform research on teacher education. We then conducted a frequency analysis to identify what aspects of CHAT were most and least attended by MTs. We noticed that MTs mostly highlighted educational and scientific norms that influence the sociocultural rules of science classrooms. The framework also helped us to identify other sociocultural components of teaching that were lacking such as the community of school. We suggest that CHAT can provide a guideline for MTs effective feedback to PSSTs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01