Teaching the Practice of Leading Sense-Making Discussions in Science: Science Teacher Educators Using Rehearsals
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| Title: | Teaching the Practice of Leading Sense-Making Discussions in Science: Science Teacher Educators Using Rehearsals |
|---|---|
| Language: | English |
| Authors: | Davis, Elizabeth A. (ORCID |
| Source: | Journal of Science Teacher Education. 2017 28(3):275-293. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Science Teachers, Teacher Educators, Comprehension, Preservice Teachers, Secondary School Science, Secondary School Teachers, Drills (Practice), Teaching Methods, Discussion (Teaching Technique), Feedback (Response), Problem Solving, Decision Making, Science Education |
| DOI: | 10.1080/1046560X.2017.1302729 |
| ISSN: | 1046-560X |
| Abstract: | Rehearsal is an increasingly important teacher education pedagogy. We explore how 3 science teacher educators thought about and used pauses within rehearsals to support secondary science teacher candidates in learning to facilitate sense-making discussions. Video data indicated that the most common purposes for pausing a rehearsal were to provide feedback about the candidate's practice and to problem solve with the candidates. Substantively, the most common foci were attending to student thinking and attending to the use of language. Interview data indicated that teacher educators responded to candidates' needs when making decisions about pauses. These findings suggest that rehearsals can provide rich learning opportunities for teacher candidates in ways that are interactive and responsive to students' ideas. |
| Abstractor: | As Provided |
| Number of References: | 38 |
| Entry Date: | 2018 |
| Accession Number: | EJ1187927 |
| Database: | ERIC |
| Abstract: | Rehearsal is an increasingly important teacher education pedagogy. We explore how 3 science teacher educators thought about and used pauses within rehearsals to support secondary science teacher candidates in learning to facilitate sense-making discussions. Video data indicated that the most common purposes for pausing a rehearsal were to provide feedback about the candidate's practice and to problem solve with the candidates. Substantively, the most common foci were attending to student thinking and attending to the use of language. Interview data indicated that teacher educators responded to candidates' needs when making decisions about pauses. These findings suggest that rehearsals can provide rich learning opportunities for teacher candidates in ways that are interactive and responsive to students' ideas. |
|---|---|
| ISSN: | 1046-560X |
| DOI: | 10.1080/1046560X.2017.1302729 |
