Using tools to promote novice teacher noticing of science teaching practices in post-rehearsal discussions
Using tools to promote novice teacher noticing of science teaching practices in post-rehearsal discussions
复制标题
使用工具促进新手教师在排练后讨论中注意到科学教学实践
DOI：
10.1016/j.tate.2016.05.009
复制
发表时间：
2016
影响因子：
3.9
通讯作者：
Amanda Benedict
中科院分区：
文献类型：
--
作者：
Amanda Benedict
本研究探讨了工具支持的排练后讨论在帮助新手教师学会注意和解释科学教学的关键特征方面的潜力。研究了三种工具：科学教学实践的框架，关于学生误解和科学实践挑战的信息，以及反馈表。在一门科学方法课程中，我们从4个小组的16名新手中收集了48次排练后讨论的数据。研究结果表明，这些工具指导新手集体识别、解释和分享见解，以回应与使用科学教学实践支持学生学习相关的科学教学和学习的关键问题。
This study explores the potential of tool-supported post-rehearsal discussions in helping novice teachers learn to notice and interpret critical features of science teaching. Three tools are examined: a framework of science teaching practices, information about student misconceptions and scientific practice challenges, and a feedback form. Data were collected from 48 post-rehearsal discussions with 16 novices in four teams in a science methods course. The findings suggest the tools guided novices to collectively identify, interpret, and share insights to respond to critical issues of science teaching and learning related to using the science teaching practices to support student learning.