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 in | Science education (Salem, Mass.) Vol. 96; no. 5; pp. 878 - 903 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Hoboken
Wiley Subscription Services, Inc., A Wiley Company
01.09.2012
Wiley Periodicals, Inc Wiley Periodicals Inc |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0036-8326 1098-237X |
| DOI | 10.1002/sce.21027 |
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| Abstract | 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 |
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| AbstractList | 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. (Contains 3 figures, 1 table and 2 footnotes.) 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. [PUBLICATION ABSTRACT] 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 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 |
| Audience | Elementary Secondary Education |
| Author | Stroupe, David Windschitl, Mark Thompson, Jessica Braaten, Melissa |
| Author_xml | – sequence: 1 givenname: Mark surname: Windschitl fullname: Windschitl, Mark email: mwind@u.washington.edu organization: Department of Curriculum and Instruction, University of Washington, Seattle, WA 98195, USA – sequence: 2 givenname: Jessica surname: Thompson fullname: Thompson, Jessica organization: Department of Curriculum and Instruction, University of Washington, Seattle, WA 98195, USA – sequence: 3 givenname: Melissa surname: Braaten fullname: Braaten, Melissa organization: Department of Curriculum and Instruction, University of Wisconsin, Madison, WI 53706, USA – sequence: 4 givenname: David surname: Stroupe fullname: Stroupe, David organization: Department of Curriculum and Instruction, University of Washington, Seattle, WA 98195, USA |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ989858$$DView record in ERIC |
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| CODEN | SEDUAV |
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| Title | Proposing a core set of instructional practices and tools for teachers of science |
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