920
Views
6
CrossRef citations to date
0
Altmetric
Articles

Teaching the Practice of Leading Sense-Making Discussions in Science: Science Teacher Educators Using Rehearsals

, , , , &

References

  • Arias, A. (2015). Learning to teach elementary students to construct evidence-based claims (Unpublished doctoral dissertation). University of Michigan, Ann Arbor.
  • Australian Curriculum Assessment and Reporting Authority. (2014). The Australian curriculum: Science. Retrieved from http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1
  • Ball, D., & Forzani, F. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60, 497–511.
  • Ball, D. L., Sleep, L., Boerst, T., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. Elementary School Journal, 109, 458–474.
  • Benedict-Chambers, A. (2016). Using tools to promote novice teacher noticing of science teaching practices in post-rehearsal discussions. Teaching and Teacher Education, 49, 28–44.
  • Brown, B., & Spang, E. (2008). Double talk: Synthesizing everyday and science language in the classroom. Science Education, 92(4), 708–732.
  • Buck, G., & Akerson, V. (Eds.). (2016). Allowing our professional knowledge of pre-service science teacher education to be enhanced by self-study research: Turning a critical eye on our practice. Switzerland: Springer International.
  • Cartier, J., Smith, M., Stein, M. K., & Ross, D. (2013). 5 practices for orchestrating productive task-based discussions in science. Reston, VA: National Council of Teachers of Mathematics.
  • Davis, E. A. (2016). Evolving goals, practices, and identities as an elementary science teacher educator: Prioritizing practice. In G. Buck & V. Akerson (Eds.), Allowing our professional knowledge of pre-service science teacher education to be enhanced by self-study research: Turning a critical eye on our practice (pp. 151–176). Switzerland: Springer International.
  • Davis, E. A., & Boerst, T. (2014). Designing elementary teacher education to prepare well-started beginners. Retrieved from http://www.teachingworks.org/images/files/TeachingWorks_Davis_Boerst_WorkingPapers_March_2014.pdf
  • Ericsson, K., Krampe, R., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013–1055.
  • Forzani, F. (2014). Understanding “core practices” and “practice-based” teacher education: Learning from the past. Journal of Teacher Education, 65(4), 357–368.
  • Franke, M. L., & Chan, A. (2007, April). Learning about and from focusing on routines of practice. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
  • Goodwin, C. (1994). Professional vision. American Anthropologist, 96, 606–633.
  • Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111, 2055–2100.
  • Hawkins, S., & Rogers, M. P. (2016). Tools for reflection: Video-based reflection within a preservice community of practice. Journal of Science Teacher Education, 27, 415–437.
  • Hayes, K. N., Lee, C. S., DiStefano, R., O’Connor, D., & Seitz, J. C. (2016). Measuring science instructional practice: A survey tool for the age of NGSS. Journal of Science Teacher Education, 27(2), 137–164.
  • Horn, I. (2010). Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community. Teachers College Record, 112, 225–259.
  • Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Seven trends: The transformation of the teaching force. Retrieved from the Consortium for Policy Research in Education website: http://www.cpre.org/sites/default/files/workingpapers/1506_7trendsapril2014.pdf
  • Janssen, F., Grossman, P., & Westbroek, H. (2015). Facilitating decomposition and recomposition in practice-based teacher education: The power of modularity. Teaching and Teacher Education, 51, 137–146.
  • Johnson, H. J., & Cotterman, M. E. (2015). Developing preservice teachers’ knowledge of science teaching through video clubs. Journal of Science Teacher Education, 26, 393–417.
  • Kazemi, E., Franke, M., & Lampert, M. (2009). Developing pedagogies in teacher education to support novice teachers’ ability to enact ambitious instruction. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia (Vol. 1, pp. 12–30). Palmerston, NZ: MERGA.
  • Kloser, M. (2014). Identifying a core set of science teaching practices: A Delphi expert panel approach. Journal of Research in Science Teaching, 51, 1185–1217.
  • Lampert, M., Franke, M., Kazemi, E., Ghousseini, H., Turrou, A., Beasley, H., … Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243.
  • McDonald, M., Kazemi, E., & Kavanagh, S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386.
  • National Academies of Sciences, Engineering, and Medicine. (2015). Science teachers’ learning: Enhancing opportunities, creating supportive contexts. Washington, DC: National Academies Press.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
  • NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: National Academies Press.
  • Pimentel, D. S., & McNeill, K. L. (2013). Conducting talk in secondary science classrooms: Investigating instructional moves and teachers’ beliefs. Science Education, 97(3), 367–394.
  • Roth, K., Garnier, H., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. (2011). Videobased lesson analysis: Effective science PD for teacher and student learning. Journal of Research in Science Teaching, 48(2), 117–148.
  • Schön, D. (1982). The reflective practitioner. New York, NY: Basic Books.
  • Sherin, M. G. (2001). Developing a professional vision of classroom events. In T. Wood, B. S. Nelson, & J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 75–93). Hillsdale, NJ: Erlbaum.
  • Singer-Gabella, M., Shahan, E., & Kim, M.-J. (2016). Learning to leverage student thinking: What novice approximations teach us about ambitious practice. The Elementary School Journal, 116, 411–436.
  • Smart, J. B., & Marshall, J. C. (2012). Interactions between classroom discourse, teacher questioning, and student cognitive engagement in middle school science. Journal of Science Teacher Education, 24(2), 249–267.
  • United Kingdom Department for Education. (2014). National curriculum in England: Science programmes of study (No. DFE-00182-2013). London, UK: Crown.
  • 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.
  • Zeichner, K. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376–382.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.