Learning to Plan During the Clinical Experience
How Visions of Teaching Influence Novices' Opportunities to Practice
Bibliographic Data
| ID | 4309199 |
|---|---|
| Authors | Mark Windschitl (0000-0001-5935-4936, University of Washington, Seattle, USA, corresponding author), Karin Lohwasser (University of California, Santa Barbara), Tammy Tasker (University of Washington, Seattle, USA) |
| Year | 2021 |
| Volume | 72 |
| Issue | 4 |
| Pages | 405-418 |
| Publication date | 2021-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487120948049 |
| OpenAlex | W3048202889 |
| Language | EN |
| Citations received | 7 |
| References cited | 22 |
In this study, we document pre-service teachers' (PSTs) opportunities to learn about planning for equitable and ambitious instruction during clinical placements. We also test whether these opportunities vary by the level of participants' perceived congruence between the vision of science teaching supported in their university coursework and the instructional practices and learning culture of their host classrooms. We analyzed interview and survey responses of 65 science PSTs from three preparation programs which required their novices to learn about planning and teaching that was consistent with research-based reforms. In placements where novices could participate in planning practices that were perceived as congruent with these reform-based visions, they were more likely than peers in low-congruence classrooms to engage in educative co-planning with a mentor, to take up responsibilities for planning lessons earlier in the school year and for longer periods of time, and to receive useful feedback from mentors
Coursework · Mathematics education · Medical education · Pedagogy · Plan (archaeology) · Sociology · Vision · Collaborative Teaching and Inclusion · Evaluation of Teaching Practices · Medicine · Psychology · Teacher Education and Leadership Studies
Challenges of the supervision process in the teacher education practicum – A qualitative research review
Creating a pedagogical framework to support pre-service teacher planning of practical work in science education
From traditional to clinical approach toward continuing professional development
Teaching about planning in pre-service physical education teacher education
Experimenting with enablers and extenders to support ambitious teaching in mathematics
Sense‐Making Phenomena‐Based Planning
Editors' Learning
What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review
The National Academies Press
Reflecting on Talk
Contexts of mentoring and opportunities for learning to teach
The Professional Practice of Mentoring
What Constitutes an "Opportunity to Learn" in Teacher Preparation
Unpacking the "Urban" in Urban Teacher Education
Critiquing Teacher Preparation Research
"Mentoring as More Than "Cheerleading
Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools
Complex Interactions in Student Teaching
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |