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. |
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| 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] |
| Copyright of Journal of Science Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193389500 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Preparing Secondary Preservice Science Teachers to Enact Responsive Teaching Practices Using a Video- and Practice-Based Teaching Intervention. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ho+Chan%2C+Kennedy+Kam%22">Ho Chan, Kennedy Kam</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kennedyckh@hku.hk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Teacher+Education%22">Journal of Science Teacher Education</searchLink>. June2026, Vol. 37 Issue 4, p619-648. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Dialogic+teaching%22">Dialogic teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse+analysis%22">Discourse analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Science Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/1046560X.2025.2600163 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 619 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: Dialogic teaching Type: general – SubjectFull: Evaluation methodology Type: general – SubjectFull: Discourse analysis Type: general – SubjectFull: Outcome-based education Type: general – SubjectFull: Science teachers Type: general – SubjectFull: Cognitive psychology Type: general Titles: – TitleFull: Preparing Secondary Preservice Science Teachers to Enact Responsive Teaching Practices Using a Video- and Practice-Based Teaching Intervention. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ho Chan, Kennedy Kam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: June2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1046560X Numbering: – Type: volume Value: 37 – Type: issue Value: 4 Titles: – TitleFull: Journal of Science Teacher Education Type: main |
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