Weitere Artikel dieser Ausgabe durch Wischen aufrufen
Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves together cycles of enactment, core practices in science education and culturally relevant pedagogies. The theoretical foundation draws upon situated learning theory and communities of practice. Using video analysis by PSTs and course artifacts, the authors studied how the iterative process of these cycles guided PSTs development as teachers of elementary science. Findings demonstrate how PSTs were drawing on resources to inform practice, purposefully noticing their practice, renegotiating their roles in teaching, and reconsidering “professional blindness” through cultural practice.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Ball, D. L., Sleep, L., Boerst, T. A., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. The Elementary School Journal, 109(5), 458–474. CrossRef
Barab, S. A. & Duffy, T. (2000). From practice fields to communities of practice. The Center for Research on Learning and Technology, Technical report no. 1-98.
Borg, M. (2004). The apprenticeship of observation. ELT Journal, 58(July), 274–276. CrossRef
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2, 141–178. CrossRef
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition, the culture of learning. Educational Researcher, 18(1), 32–42. CrossRef
Bryan, L. & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Teacher Education, 86(6), 822–839.
Calabrese Barton, A. (1998). Teaching science with homeless children: Pedagogy, representation, and identity. Journal of Research in Science Teaching, 35, 379–394. CrossRef
Calabrese Barton, A. (2000). Crafting multicultural science education with preservice teachers through service-learning. Journal of Curriculum Studies, 32, 797–820. CrossRef
Calabrese Barton, A. (2003). Teaching science for social justice. New York: Teachers College Press.
Calandra, B., Brantley-Dias, L., Lee, J. K., & Fox, D. L. (2009). Using video editing to cultivate novice teachers’ practice. Journal of Research on Technology in Education, 42, 73–94. CrossRef
Choi, S., & Ramsey, J. (2009). Constructing elementary teachers’ beliefs, attitudes, and practical knowledge through an inquiry-based elementary science course. School Science and Mathematics, 109, 313–324. CrossRef
Ciechanowski, K., Bottoms, S., Fonseca, A. L., & Clair, T. S. (2015). Should rey mysterio drink gatorade? Cultural competence in afterschool STEM programming. Afterschool Matters Journal, 21, 29–37.
Cox-Petersen, A., Melber, L. M., & Patchen, T. (2012). Teaching science to culturally and linguistically diverse elementary students. Boston, MA: Pearson Education.
Danielowich, R. M. (2012a). Looking through different lenses: How preservice science teachers use practice-oriented reflections to negotiate more reform-minded identities. Journal of Science Teacher Education, 23, 323–346. CrossRef
Elsteeg, J. (2001). The right question at the right time. In W. Harlen (Ed.), Primary science: Taking the plunge. Oxford, UK: Heinemann Educational.
Fleer, M. (2012). Imagination, emotions and scientific thinking: What matters in the being and becoming of a teacher of elementary science? Cultural Studies of Science Education, 7, 31–39. CrossRef
Glaser, B. G., & Strauss, A. L. (1967). The discovery grounded theory: Strategies for qualitative inquiry. London, UK: Wiedenfeld and Nicholson.
Glaser, B. G., & Strauss, A. L. (2009). The discovery of grounded theory: Strategies for qualitative research. Rutger, NJ: Transaction Publishers.
González, N., Moll, L. C., & Amanti, C. (Eds.). (2013). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York, NY: Routledge.
Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009a). Teaching practice: A cross-professional perspective. The Teachers College Record, 111(9), 2055–2100.
Grossman, P., Hammerness, K., & McDonald, M. (2009b). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15, 273–289. CrossRef
Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. The Teachers College Record, 103, 942–1012. CrossRef
Harford, J., MacRuairc, G., & McCartan, D. (2010). ‘Lights, camera, reflection’: Using peer video to promote reflective dialogue among student teachers. Teacher Development, 14, 57–68. CrossRef
Hinchey, P. H. (2004). Becoming a critical educator: Defining a classroom identity, designing a critical pedagogy. (vol. 224). New York: Peter Lang.
Howes, E. V. (2002). Learning to teach science for all in the elementary grades: What do preservice teachers bring? Journal of Research in Science teaching, 39, 845–869. CrossRef
Johnson, N. H., & Atwater, M. M. (2014). The impact of beliefs and actions on the infusion of culturally relevant pedagogy in science teacher education. In M. M. Atwater, M. L. Russell & M. L. Butler (Eds.), Multicultural science education (pp. 81–102). The Netherlands: Springer.
Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2010). Using designed instructional activities to enable novices to manage ambitious mathematics teaching. In M. K. Stein & L. Kucan (Eds.), Instructional explanations in the disciplines (pp. 129–141). New York, NY: Springer. CrossRef
Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., & Crowe, K. (2013). Keeping it complex using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64, 226–243. CrossRef
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. CrossRef
Levitt, K. E. (2002). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86, 1–22. CrossRef
Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296–316. CrossRef
Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education a call for a common language and collective activity. Journal of Teacher Education, 64, 378–386. CrossRef
McDonald, M., Tyson, K., Brayko, K., Bowman, M., Delport, J., & Shimomura, F. (2011). Innovation and impact in teacher education: Community-based organizations as field placements for preservice teachers. Teachers College Record, 113(8), 1668–1700.
Minger, M. A., & Simpson, P. (2006). The impact of a standards-based science course for preservice elementary teachers on teacher attitudes toward science teaching. Journal of Elementary Science Education, 18(2), 49–60. CrossRef
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States (insert specific section title(s) being used if not referring to entirety of the NGSS). Retrieved from http://www.nextgenscience.org/
Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15. CrossRef
Rice, D. C., & Roychoudhury, A. (2003). Preparing more confident preservice elementary science teachers: One elementary science methods teacher’s self-study. Journal of Science Teacher Education, 14, 97–126. CrossRef
Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1, 209–229.
Rosaen, C. L., Lundeberg, M., Terpstra, M., Cooper, M., Niu, R., & Fu, J. (2010). Constructing videocases to help novices learn to facilitate discussions in science and English: How does subject matter matter? Teachers and Teaching: Theory and Practice, 16, 507–524. CrossRef
Roth, W. M. (2003). Video as tool for reflecting on practice: Theoretical perspectives. Paper presented at the meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
Saldaña, J. (2013). The coding manual for qualitative researchers. Los Angeles, CA: Sage.
Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10, 123–140. doi: 10.1007/s10857-007-9029-9 CrossRef
Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools research and the overwhelming presence of whiteness. Journal of Teacher Education, 52, 94–106. CrossRef
Thompson, J., Windschitl, M., & Braaten, M. (2013). Developing a theory of ambitious early-career teacher practice. American Educational Research Journal, 50, 574–615. CrossRef
Tosun, T. (2000). The beliefs of preservice elementary teachers toward science and science teaching. School Science and Mathematics, 100, 374–379. CrossRef
Tweed, A. (2009). Designing effective science instruction: What works in science classrooms. Arlington, VA: National Science Teachers Association Press.
van Es, E. A. (2008). A framework for learning to notice student thinking. Paper presented at the annual meeting of the American Educational Research Association, New York.
van Es, E. A. (2012). Examining the development of a teacher learning community: The case of a video club. Teaching and Teacher Education, 28, 182–192. CrossRef
van Es, E., & Sherin, M. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10, 571–596.
van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65, 340–356. CrossRef
Watters, J. J., & Ginns, I. S. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11, 301–321. CrossRef
Weiser, B. (2012). Collegiality and better science teaching. Science and Children, 49(5), 52–55.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: University Press. CrossRef
Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012). Proposing a core set of instructional practices and tools for teachers of science. Science Education, 96, 878–903. CrossRef
Worth, K. (2000). The power of children’s thinking. In Division of elementary, secondary,and informal education, Foundations: A monograph for professionals in science, mathematics, and technology education (Vol. 2). Arlington, VA: NSF.
Yerrick, R., Ross, D., & Molebash, P. (2005). Too close for comfort: Real-time science teaching reflections via digital video editing. Journal of Science Teacher Education, 16, 351–375. CrossRef
- Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts
SueAnn I. Bottoms
Kathryn M. Ciechanowski
- Springer Netherlands
Neuer Inhalt/© Stellmach, Neuer Inhalt/© Maturus, Pluta Logo/© Pluta, digitale Transformation/© Maksym Yemelyanov | Fotolia