Cultural-historical analysis of feedback from experts to novice science teachers on climate change lessons

Bibliographic Data

ID21589784
AuthorsAsli Sezen‐barrie (0000-0003-1260-9916, University of Maine, corresponding author), Gili Marbach‐Ad (0000-0002-6278-2015, College of Computer, Mathematical and Natural Sciences, University of Maryland, College Park, MD, USA)
Year2021
Volume43
Issue4
Pages497-528
Publication date2021-03-04
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Journal of Science Education, Part B (JOURNAL)
Journal identifiersISSN: 2154-8455 • E-ISSN: 2154-8463
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09500693.2020.1870759
OpenAlexW3127020059
LanguageEN
Citations received3
References cited80

This study uses the Cultural-Historical Activity Theory (CHAT), to investigate the dialogic interaction between preservice science teachers (PSSTs) and mentor teachers (MTs). We focus on the cultural and historical nature of feedback by MTs while PSSTs are learning to teach climate change. The primary data was video recordings of feedback sessions. The written feedback from MTs, PSSTs’ lesson plans, and reflections were used as auxillary data. We used grounded theory and discourse analysis to analyse the data to answer the question, ‘What is the cultural-historical nature of MTs feedback to PSSTs on their climate change lessons?’ By highlighting components such as division of labour within classrooms, CHAT provided a lens to make sociocultural and historical aspects of teaching activity more visible to inform research on teacher education. We then conducted a frequency analysis to identify what aspects of CHAT were most and least attended by MTs. We noticed that MTs mostly highlighted educational and scientific norms that influence the sociocultural rules of science classrooms. The framework also helped us to identify other sociocultural components of teaching that were lacking such as the community of school. We suggest that CHAT can provide a guideline for MTs effective feedback to PSSTs

Activity Theory · Dialogic · Grounded theory · Mathematics education · Pedagogy · Qualitative research · Science education · Social science · Sociocultural evolution · Sociocultural perspective · Sociology · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy

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