Tools for Teacher Noticing: Helping Preservice Teachers Notice and Analyze Student Thinking and Scientific Practice Use

Autor/inn/en	Benedict-Chambers, Amanda; Aram, Roberta
Titel	Tools for Teacher Noticing: Helping Preservice Teachers Notice and Analyze Student Thinking and Scientific Practice Use
Quelle	In: Journal of Science Teacher Education, 28 (2017) 3, S.294-318 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2017.1302730
Schlagwörter	Reflection; Preservice Teachers; Teaching Methods; Thinking Skills; Pedagogical Content Knowledge; Methods Courses; Science Instruction; Beginning Teachers; Scientific Methodology; Preservice Teacher Education; Teacher Education Programs; Elementary School Science; Elementary School Teachers + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Pädagogische Kompetenz; Methodisch-didaktische Anleitung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Junior teacher; Junglehrer; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This study explores the potential of a set of Tools for Teacher Noticing in helping novice teachers learn to notice and reason about features of ambitious science teaching. A total of 53 novice teachers in an elementary science methods course were taught to use 4 tools to enact and reflect on reform-oriented science teaching. In 159 written reflections on 3 teaching rehearsals novices identified and justified areas for improvement. Findings indicated that 81% of novices noticed areas for improvement in their attempts at ambitious practice related to 2 important features of instruction: student science content learning and use of scientific practices; novices also cited concerns related to the goals of integrated science instruction. A total of 19% of novices focused on general pedagogy moves. In this category, novices attended to aspects of instruction such as reviewing safety rules and managing student interest and attention. These findings suggest that the tool-supported rehearsals may provide novice teachers with opportunities to notice, analyze, and improve important aspects of their instruction in the methods course setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01