Principled Reasoning about Problems of Practice

Autor/inn/en	Mikeska, Jamie N.; Anderson, Charles W.; Schwarz, Christina V.
Titel	Principled Reasoning about Problems of Practice
Quelle	In: Science Education, 93 (2009) 4, S.678-686 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20312
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Elementary School Science; Science Teachers; Teacher Educators; Teaching Methods; Educational Strategies; Models; Science Instruction; Educational Research + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Analogiemodell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsforschung; Pädagogische Forschung
Abstract	The elementary science teacher educators in this article set recognize the challenges that new science teachers face when they enter classrooms. They have developed frameworks and strategies aimed at helping the preservice teachers with whom they work become "well-started beginners" who are ready to address problems of science teaching. To do so, these educators purposefully engage the candidates in focused dialogue regarding challenges or problems of practice that they will likely face in their work. These challenges include (1) engaging in science, (2) organizing instruction, and (3) understanding students. The science teacher educators use a dialogic third space to help the preservice teachers reconsider and develop deeper understandings of these problems of practice. In this introduction, we point out some of the common themes that tie these articles together, including (a) a focus on problems of practice in elementary science teaching, (b) a focus on dialogue with preservice teachers about these problems of practice, (c) a commitment to developing tools and approaches that support principled reasoning about these problems of practice, and (d) a commitment to shared goals and methods for research on elementary science teacher education. We point to ways that these themes are addressed in the three articles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10