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Preparing Secondary Preservice Science Teachers to Enact Responsive Teaching Practices Using a Video- and Practice-Based Teaching Intervention.

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Title: Preparing Secondary Preservice Science Teachers to Enact Responsive Teaching Practices Using a Video- and Practice-Based Teaching Intervention.
Authors: Ho Chan, Kennedy Kam1 (AUTHOR) kennedyckh@hku.hk
Source: Journal of Science Teacher Education. June2026, Vol. 37 Issue 4, p619-648. 30p.
Subject Terms: *Teacher education, *Dialogic teaching, *Evaluation methodology, *Discourse analysis, *Outcome-based education, *Science teachers, *Cognitive psychology
Abstract: While developing the ability of preservice science teachers (PSTs) to teach responsively is regarded as an important goal of science teacher preparation programs, there remains a limited understanding of how and under what conditions PSTs acquire this ability. This paper explores how secondary PSTs learn to enact the core practice of eliciting and working with student thinking through a video- and practice-based teaching intervention designed to enhance their responsive teaching practices. We examined changes in PSTs' ability to enact this core practice by investigating changes in discourse characteristics and utilizing a multi-grain-sized responsive teaching practice framework to analyze PSTs' enactment of the core practice during teaching rehearsals. We also investigated PSTs' perceptions of the usefulness of the teaching intervention and its features in their learning. A mixed-methods analysis of rehearsal videos revealed that PSTs improved their ability to enact the core practice, evidenced by increased student contributions in the discourse and a greater use of responsive discourse practices and moves. However, challenges remained in enacting some responsive teaching practices. Of the 23 PSTs, all reported enhanced abilities to enact the core practice. Only one did not rate the intervention as very or extremely useful. PSTs perceived tool-supported, feedback-rich approximations of practices as useful, as reflected in their ratings of the three most useful features, which include: (1) a practice-based approach, (2) the provision of praxis tools, and (3) feedback from various sources on their core practice enactment. Implications for better supporting PSTs in learning this focal core practice are discussed. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:While developing the ability of preservice science teachers (PSTs) to teach responsively is regarded as an important goal of science teacher preparation programs, there remains a limited understanding of how and under what conditions PSTs acquire this ability. This paper explores how secondary PSTs learn to enact the core practice of eliciting and working with student thinking through a video- and practice-based teaching intervention designed to enhance their responsive teaching practices. We examined changes in PSTs' ability to enact this core practice by investigating changes in discourse characteristics and utilizing a multi-grain-sized responsive teaching practice framework to analyze PSTs' enactment of the core practice during teaching rehearsals. We also investigated PSTs' perceptions of the usefulness of the teaching intervention and its features in their learning. A mixed-methods analysis of rehearsal videos revealed that PSTs improved their ability to enact the core practice, evidenced by increased student contributions in the discourse and a greater use of responsive discourse practices and moves. However, challenges remained in enacting some responsive teaching practices. Of the 23 PSTs, all reported enhanced abilities to enact the core practice. Only one did not rate the intervention as very or extremely useful. PSTs perceived tool-supported, feedback-rich approximations of practices as useful, as reflected in their ratings of the three most useful features, which include: (1) a practice-based approach, (2) the provision of praxis tools, and (3) feedback from various sources on their core practice enactment. Implications for better supporting PSTs in learning this focal core practice are discussed. [ABSTRACT FROM AUTHOR]
ISSN:1046560X
DOI:10.1080/1046560X.2025.2600163