Engagement in high‐leverage science teaching practices among novice elementary teachers
Dados Bibliográficos
| ID | 21392821 |
|---|---|
| Autores | Elizabeth A Davis (0000-0002-4984-0209, School of Education University of Michigan Ann Arbor Michigan USA, autor correspondente), Annemarie Sullivan Palincsar (University of Michigan) |
| Ano | 2023 |
| Volume | 107 |
| Fascículo | 2 |
| Páginas | 291-332 |
| Data de publicação | 2023-03-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Science Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21766 |
| OpenAlex | W4295786237 |
| Idioma | EN |
| Citações recebidas | 9 |
| Referências citadas | 65 |
As part of learning to teach, teachers must learn to use a range of teaching practices. In this longitudinal study the authors explore how novice elementary teachers learn to engage in a set of high‐leverage science teaching practices, such as leading a science sensemaking discussion and setting up and managing small‐group investigations . Drawing primarily on videorecords from 33 lesson enactments, supplemented by transcripts of interviews with the participants, the authors follow five participants from their second year of a teacher education program through their first year of teaching. Findings suggest that high‐leverage science teaching practices can be untangled from one another and that teachers mostly demonstrated some important strengths in the dimensions of the practices. Furthermore, the teachers were able to use the practices synergistically, though in different ways, toward their goal of supporting students' sensemaking. The findings also suggest that teachers' engagement in the practices varied considerably as a function of lesson and school context. The findings have implications for the design of practice‐based teacher education experiences and for scholarship on teacher development
Context (archaeology) · Leverage (statistics) · Mathematics education · Pedagogy · Political science · Scholarship · Science education · Sensemaking · Teacher education · Computer Science · Educational Environments and Student Outcomes · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy
Eliciting Thinking in Early Childhood Education
A Comparison of Responsive and General Guidance to Promote Learning in an Online Science Dialog
The Study of Core Practices in Support of More Ambitious Teacher Training
Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process
Characterizing engagement in the science practices
Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions
Attending to Preservice Teachers' Assets
Embracing Asset Perspectives in Science Education Research
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development
Where Should Student Teachers Learn to Teach?
Extending the use of soil survey information
Developing a learning progression for scientific modeling
Identifying a core set of science teaching practices
Teaching Practice
A learning progression for scientific argumentation
Mental models of the earth
Challenges New Science Teachers Face
Representing Student Argumentation as Functionally Emergent From Scientific Activity
Making sense of argumentation and explanation
Combining the Development of Practice and the Practice of Development in Teacher Education
The role of deliberate practice in the acquisition of expert performance.
Qualitative Inquiry and Research Design
Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning
Novice elementary teachers’ knowledge of, beliefs about, and planning for the science practices
Science practice‐readiness
“Estoy Explorando Science”
The Resources of Instructional Contexts
A study of novice teachers
Integrating learner and learning concerns
Facilitating decomposition and recomposition in practice-based teacher education
Preparing beginning teachers to elicit and interpret students' mathematical thinking
Supporting children to construct evidence-based claims in science
Constructing Scientific Knowledge in the Classroom
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Learning to Support Adolescent Literacy
Developing a Theory of Ambitious Early-Career Teacher Practice
The Work of Steering Instruction Toward the Mathematical Point
Transcending Simple Forms of School Science Investigation
Practicing Justice, Justifying Practice
Does a Discussion by Any Other Name Sound the Same? Teaching Discussion in Three ELA Methods Courses
Uncovering the Skills That Preservice Teachers Bring to Teacher Education
Naturalistic inquiry
Proposing a core set of instructional practices and tools for teachers of science
Learning Teaching in, from, and for Practice
The Work of Teaching and the Challenge for Teacher Education
Content Knowledge for Teaching
Core Practices and Pedagogies of Teacher Education
| Obras citantes distintas | 9 |
|---|---|
| Citações por ano | 4,5 |
| Intervalo de citações | 2024 - 2026 (3) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 9 |