Orientations-in-Practice: Mathematics and Science Preservice Secondary Teachers Learning to Orchestrate Discussions
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| Title: | Orientations-in-Practice: Mathematics and Science Preservice Secondary Teachers Learning to Orchestrate Discussions |
|---|---|
| Language: | English |
| Authors: | Laura Zangori (ORCID |
| Source: | School Science and Mathematics. 2026 126(3):219-234. |
| 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: | 16 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 2037983 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Preservice Teachers, Secondary School Teachers, Discussion (Teaching Technique), Mathematics Teachers, Electronic Learning, Computer Simulation, Science Teachers, Mathematics Instruction, Science Instruction |
| DOI: | 10.1111/ssm.18342 |
| ISSN: | 0036-6803 1949-8594 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507543 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 0036-6803 1949-8594 |
| DOI: | 10.1111/ssm.18342 |
