Orientations‐in‐practice: Mathematics and science preservice secondary teachers learning to orchestrate discussions.
Saved in:
| Title: | Orientations‐in‐practice: Mathematics and science preservice secondary teachers learning to orchestrate discussions. |
|---|---|
| Authors: | Zangori, Laura1 (AUTHOR) zangoril@missouri.edu, Snider, Rachel B.2 (AUTHOR), Morge, Shelby3 (AUTHOR), Rogers, Meredith Park4 (AUTHOR), Hargrove, Tracy3 (AUTHOR), Hermann, Ronald S.5 (AUTHOR), Howell, Heather6 (AUTHOR) |
| Source: | School Science & Mathematics. Jun2026, Vol. 126 Issue 3, p219-234. 16p. |
| Subject Terms: | *Student teachers, *Discussion in education, *Mathematics education, *Science education, *Psychology of teachers, *Psychology of students, *Teaching methods, *Discourse |
| Abstract: | Holding productive classroom discussions to illuminate student thinking is valued in both mathematics and science education. However, this practice can be challenging for even the most experienced teachers. Facilitating such a discussion requires in‐the‐moment decisions about questions and responses that will elicit student thinking and navigate the conversation toward a learning goal. These in‐the‐moment decisions are uncovered during observations and are considered a teachers' orientations‐in‐practice, as they are composed of a teachers' beliefs, dispositions, values, tastes, and preferences. To that end, the purpose of this study was to uncover secondary preservice teachers' (PSTs) developing orientations‐in‐practice for discussion orchestration. We analyzed 29 (16 math; 13 science) PSTs video performances, which took place in an online simulated classroom environment. Three question and response patterns emerged across all PSTs: (1) framed questions and responses to navigate student thinking, (2) tightened questions and responses to direct student thinking toward more acceptable responses, or (3) used few questions and depended on telling to drive student thinking toward the correct response. Overall, the simulation provided a means to uncover patterns for how PSTs are developing orientations‐in‐practice. Implications from this study focus on how to support PSTs in adjusting their classroom discussion practice in science and mathematics. [ABSTRACT FROM AUTHOR] |
| Copyright of School Science & Mathematics is the property of Wiley-Blackwell 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Holding productive classroom discussions to illuminate student thinking is valued in both mathematics and science education. However, this practice can be challenging for even the most experienced teachers. Facilitating such a discussion requires in‐the‐moment decisions about questions and responses that will elicit student thinking and navigate the conversation toward a learning goal. These in‐the‐moment decisions are uncovered during observations and are considered a teachers' orientations‐in‐practice, as they are composed of a teachers' beliefs, dispositions, values, tastes, and preferences. To that end, the purpose of this study was to uncover secondary preservice teachers' (PSTs) developing orientations‐in‐practice for discussion orchestration. We analyzed 29 (16 math; 13 science) PSTs video performances, which took place in an online simulated classroom environment. Three question and response patterns emerged across all PSTs: (1) framed questions and responses to navigate student thinking, (2) tightened questions and responses to direct student thinking toward more acceptable responses, or (3) used few questions and depended on telling to drive student thinking toward the correct response. Overall, the simulation provided a means to uncover patterns for how PSTs are developing orientations‐in‐practice. Implications from this study focus on how to support PSTs in adjusting their classroom discussion practice in science and mathematics. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00366803 |
| DOI: | 10.1111/ssm.18342 |
