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Learning to Teach Science during the Clinical Experience: Agency, Opportunity, and Struggle

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Title: Learning to Teach Science during the Clinical Experience: Agency, Opportunity, and Struggle
Language: English
Authors: Windschitl, Mark (ORCID 0000-0001-5935-4936), Lohwasser, Karin, Tasker, Tammy, Shim, Soo-Yean (ORCID 0000-0003-2073-6579), Long, Caroline
Source: Science Education. Sep 2021 105(5):961-988.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 28
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Science Teachers, Preservice Teacher Education, Learning Processes, Risk, Advocacy, Student Teaching, Self Efficacy, Mentors
DOI: 10.1002/sce.21667
ISSN: 0036-8326
Abstract: Agency has been used as a lens to focus on how educators learn through pedagogical risk-taking, advocacy for curricular reform, and resisting policies that are not focused on the needs of students. We explored the role of agency as 65 preservice science teachers created learning opportunities for themselves during their clinical placements. Specifically, we investigated whether the types of agentive episodes varied by the level of congruence novices perceived between the vision of science teaching supported in their university coursework and the prevailing practices and culture of their host classrooms. Interview and survey data of participants from three preparation programs indicate that those in highly congruent placements experienced earlier and more mentor-scaffolded opportunities to take on active roles in teaching, and exercised agency to extend research-informed practices or tools they observed their mentors using. This resulted in participants seeing the richness of students' thinking and how capable they were of challenging work, given strategic supports. Those in low congruence placements had fewer chances to play active roles in teaching, were more likely to draw upon agency to make minor adjustments as they emulated their mentors' instructionally conservative lessons, and expressed concern they were "getting better" at aspects of teaching they viewed as inequitable or less responsive to students. Regardless of congruence, however, even simple acts of agency such as asking mentors to explain their instructional decisions were remarkably rare.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1303533
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Windschitl%2C+Mark%22">Windschitl, Mark</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5935-4936">0000-0001-5935-4936</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lohwasser%2C+Karin%22">Lohwasser, Karin</searchLink><br /><searchLink fieldCode="AR" term="%22Tasker%2C+Tammy%22">Tasker, Tammy</searchLink><br /><searchLink fieldCode="AR" term="%22Shim%2C+Soo-Yean%22">Shim, Soo-Yean</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2073-6579">0000-0003-2073-6579</externalLink>)<br /><searchLink fieldCode="AR" term="%22Long%2C+Caroline%22">Long, Caroline</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Agency has been used as a lens to focus on how educators learn through pedagogical risk-taking, advocacy for curricular reform, and resisting policies that are not focused on the needs of students. We explored the role of agency as 65 preservice science teachers created learning opportunities for themselves during their clinical placements. Specifically, we investigated whether the types of agentive episodes varied by the level of congruence novices perceived between the vision of science teaching supported in their university coursework and the prevailing practices and culture of their host classrooms. Interview and survey data of participants from three preparation programs indicate that those in highly congruent placements experienced earlier and more mentor-scaffolded opportunities to take on active roles in teaching, and exercised agency to extend research-informed practices or tools they observed their mentors using. This resulted in participants seeing the richness of students' thinking and how capable they were of challenging work, given strategic supports. Those in low congruence placements had fewer chances to play active roles in teaching, were more likely to draw upon agency to make minor adjustments as they emulated their mentors' instructionally conservative lessons, and expressed concern they were "getting better" at aspects of teaching they viewed as inequitable or less responsive to students. Regardless of congruence, however, even simple acts of agency such as asking mentors to explain their instructional decisions were remarkably rare.
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