Putting the Pieces Back Together
Challenges Recomposing Elementary Science Teaching
Bibliographic Data
| ID | 7167244 |
|---|---|
| Authors | Martha M Canipe (0000-0001-6721-0908, Department of Teaching and Learning, Center for STEM Teaching and Learning Northern Arizona University Flagstaff Arizona USA, corresponding author) |
| Year | 2025 |
| Volume | 109 |
| Issue | 5 |
| Pages | 1195-1212 |
| Publication date | 2025-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21955 |
| OpenAlex | W4407372325 |
| Language | EN |
| References cited | 20 |
Elementary teacher educators endeavor to prepare prospective elementary teachers to teach science in ways which best support student learning. A well‐documented challenge in teacher education is the disconnect between theory and practice which many programs have worked to overcome. One framework which has been used in many teacher preparation programs is practice‐based teacher education which consists of three‐parts: representation, decomposition, and approximations of practice. This framework has been studied in a number of contexts, but the ways in which prospective teachers recompose practice have not been fully explored. In this study, I examined the science teaching of three student teachers enrolled in the same teacher education program to understand how they enacted teaching practices from their teacher education coursework. Findings showed that each student teacher adopted a different, singular practice as their primary guide for teaching science rather than a more integrated and recomposed approach. This suggests that a more explicit focus on recomposition of practice is a necessary part of teacher education
Mathematics education · Pedagogy · Science education · Sociology · Teaching method · Computer Science · Diverse Educational Innovations Studies · Psychology · Science Education and Pedagogy · Teacher Education and Leadership Studies
Identifying a core set of science teaching practices
Teaching Practice
New teachers’ identity shifts at the boundary of teacher education and initial practice
Truth, success, and faith
Eliciting and working with student thinking
Writing Ethnographic Fieldnotes
Making transparent the challenges of developing a practice-based pedagogy of teacher education
Facilitating decomposition and recomposition in practice-based teacher education
Stimulated recall
Proposing a core set of instructional practices and tools for teachers of science
Practicing Responsiveness
Parsing the Practice of Teaching
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
| Highly cited | No |
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