Proposing a core set of instructional practices and tools for teachers of science

Recent calls for teacher preparation to become more grounded in practice prompt the questions: Which practices? and perhaps more fundamentally, what counts as a model of instruction worth learning for a new professional—i.e., the beginner's repertoire? In this report, we argue the following: If...

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Published inScience education (Salem, Mass.) Vol. 96; no. 5; pp. 878 - 903
Main Authors Windschitl, Mark, Thompson, Jessica, Braaten, Melissa, Stroupe, David
Format Journal Article
LanguageEnglish
Published Hoboken Wiley Subscription Services, Inc., A Wiley Company 01.09.2012
Wiley Periodicals, Inc
Wiley Periodicals Inc
Subjects
Beginning Teacher Induction
Beginning teachers
Best Practices
Educational Practices
Instructional design
Instructional Effectiveness
Instructional Improvement
Instructional Innovation
Instructional Materials
Novices
Pedagogy
Science Course Improvement Projects
Science education
Science Teachers
Teacher education
Teacher Education Programs
Teacher Improvement
Teaching Methods
Teaching Models
Teaching Skills
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Summary:Recent calls for teacher preparation to become more grounded in practice prompt the questions: Which practices? and perhaps more fundamentally, what counts as a model of instruction worth learning for a new professional—i.e., the beginner's repertoire? In this report, we argue the following: If a defined set of subject‐specific high‐leverage practices could be articulated and taught during teacher preparation and induction, the broader teacher education community could collectively refine these practices as well as the tools and other resources that support their appropriation by novices across various learning‐to‐teach contexts. To anchor our conversation about these issues, we describe the evolution, in design, and enactment, of a “candidate core” and a suite of tools that supported the approximation of equitable and rigorous pedagogy for several groups of beginning science teachers. Their struggles and successes in taking up ambitious practice informed not only our designs for a beginner's repertoire but also a system of tools and socioprofessional routines that could foster such teaching over time. © 2012 Wiley Periodicals, Inc. Sci Ed 96:878–903, 2012
Bibliography:National Science Foundation - No. DRL-0822016
ArticleID:SCE21027
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Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the funding organizations.
Teachers for a New Era Project by the Carnegie Corporation, Annenberg Foundation, and the Rockefeller Foundation
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:0036-8326
1098-237X
DOI:10.1002/sce.21027