Learning to Listen: Cultivating Pre-Service Teachers’ Attunement to Student Thinking

References

• Arcavi, A., & Isoda, M. (2007). Learning to listen: From historical sources to classroom practice. Educational Studies in Mathematics, 66(2), 111–129. https://doi.org/10.1007/s10649-006-9075-8
   Google Scholar
• Atkins, L., & Frank, B. (2016). Examining the products of responsive inquiry. In A. D. Robertson, R. E. Scherr, & D. Hammer (Eds.), Responsive teaching in science and mathematics (pp. 56–84). Routledge.
   Google Scholar
• Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373–397. https://doi.org/10.1086/461730
   Web of Science ®Google Scholar
• Ball, D. L., & Bass, H. (2009). With an eye on the mathematical horizon: Knowing mathematics for teaching to learners’ mathematical futures. Paper prepared based on keynote address at the 43rd Jahrestagung für Didaktik der Mathematik held in Oldenburg, Germany.
   Google Scholar
• Ballenger, C., & Carpenter, M. (2004). The puzzling child: Challenging assumptions about participation and meaning in talking science. Language Arts, 81(4), 303.
   Google Scholar
• Banilower, E. R., Smith, P. S., Malzahn, K. A., Plumley, C. L., Gordon, E. M., & Hayes, M. L. (2018). Report of the 2018 NSSME+. Horizon Research, Inc.
   Google Scholar
• Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers’ ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83–93. https://doi.org/10.1016/j.tate.2014.09.005
   Web of Science ®Google Scholar
• Batson, C. D. (2009). These things called empathy: Eight related but distinct phenomena. In J. Decety & W. Ickes (Eds.), The social neuroscience of empathy (pp. 3–15). MIT Press.
   Google Scholar
• Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. Reflective Practice, 16(1), 123–141. https://doi.org/10.1080/14623943.2014.982525
   Web of Science ®Google Scholar
• Bunkers, S. S. (2010). The power and possibility in listening. Nursing Science Quarterly, 23(1), 22–27. https://doi.org/10.1177/0894318409353805
   PubMed Web of Science ®Google Scholar
• Burroughs, M. D., & Tollefsen, D. (2016). Learning to listen: Epistemic injustice and the child. Episteme, 13(3), 359–377. https://doi.org/10.1017/epi.2015.64
   Google Scholar
• Capps, D. K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23(3), 291–318. https://doi.org/10.1007/s10972-012-9275-2
   Google Scholar
• Charmaz, K. (2008). Constructionism and the grounded theory method. In J. A. Holstein & J. F. Gubrium (Eds.), Handbook of constructionist research (pp. 397–412). Guilford Press.
   Google Scholar
• Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967. https://doi.org/10.1016/S0742-051X(02)00053-7
   Web of Science ®Google Scholar
• Colley, C., & Windschitl, M. (2016). Rigor in elementary science students’ discourse: The role of responsiveness and supportive conditions for talk. Science Education, 100(6), 1009–1038. https://doi.org/10.1002/sce.21243
   Web of Science ®Google Scholar
• Confrey, J. (1991). Learning to listen: A student’s understanding of powers of ten. In E. von Glasersfeld (Ed.), Radical constructivism in mathematics education (pp. 111–138). Springer Netherlands.
   Google Scholar
• Council of Chief State School Officers (CCSSO). (2010). Common core state standards for mathematics. http://www.corestandards.org/assets/CCSSI/Math/Standards.pdf
   Google Scholar
• Covey, S. R. (1989). The 7 habits of highly successful people. Fireside Publishing.
   Google Scholar
• Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
   Google Scholar
• Danielowich, R. (2007). Negotiating the conflicts: Reexamining the structure and function of reflection in science teacher learning. Science Education, 91(4), 629–663. https://doi.org/10.1002/sce.20207
   Web of Science ®Google Scholar
• Davis, J., Foley, A., Crigger, N., & Brannigan, M. C. (2008). Healthcare and listening: A relationship for caring. International Journal of Listening, 22(2), 168–175. https://doi.org/10.1080/10904010802174891
   Google Scholar
• Davis, E. A., Kloser, M., Wells, A., Windschitl, M., Carlson, J., & Marino, J. C. (2017). Teaching the practice of leading sense-making discussions in science: Science teacher educators using rehearsals. Journal of Science Teacher Education, 28(3), 275–293. https://doi.org/10.1080/1046560X.2017.1302729
   Web of Science ®Google Scholar
• Dewey, J. (1952). Democracy and education. Free Press. ( Original work published 1916)
   Google Scholar
• Duhamel, F., & Talbot, L. R. (2004). A constructivist evaluation of family systems nursing interventions with families experiencing cardiovascular and cerebrovascular illness. Journal of Family Nursing, 10(1), 12–32. https://doi.org/10.1177/1074840703260906
   Google Scholar
• Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399–483. https://doi.org/10.1207/S1532690XCI2004_1
   Web of Science ®Google Scholar
• Fassaert, T., van Dulmen, S., Schellevis, F., & Bensing, J. (2007). Active listening in medical consultations: Development of the Active Listening Observation Scale (ALOS-global). Patient Education and Counseling, 68(3), 258–264. https://doi.org/10.1016/j.pec.2007.06.011
   PubMed Web of Science ®Google Scholar
• Ford, M. J. (2008). ‘Grasp of Practice’ as a reasoning resource for inquiry and nature of science understanding. Science & Education, 17(2–3), 147–177. https://doi.org/10.1007/s11191-006-9045-7
   Google Scholar
• Frederickson, J. (2013). Psychodynamic psychotherapy: Learning to listen from multiple perspectives. Routledge.
   Google Scholar
• Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press.
   Google Scholar
• Garrison, J. (1996). A Deweyan theory of democratic listening. Educational Theory, 46(4), 429–451. https://doi.org/10.1111/j.1741-5446.1996.00429.x
   Google Scholar
• Gerdes, K. E. (2011). Empathy, sympathy, and pity: 21st-century definitions and implications for practice and research. Journal of Social Service Research, 37(3), 230–241. https://doi.org/10.1080/01488376.2011.564027
   Web of Science ®Google Scholar
• Ginsburg, H. (1997). Entering the child’s mind: The clinical interview in psychological research and practice. Cambridge University Press.
   Google Scholar
• Grossman, P. L. (1991). Overcoming the apprenticeship of observation in teacher education coursework. Teaching and Teacher Education, 7(4), 345–357. https://doi.org/10.1016/0742-051X(91)90004-9
   Web of Science ®Google Scholar
• Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re‐imagining teacher education. Teachers & Teaching Theory & Practice, 15(2), 273–289. https://doi.org/10.1080/13540600902875340
   Web of Science ®Google Scholar
• Guskey, T. R. (2002). Professional development and teacher change. Teachers & Teaching, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
   Google Scholar
• Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and Instruction, 15(4), 485–529. https://doi.org/10.1207/s1532690xci1504_2
   Web of Science ®Google Scholar
• Hammer, D., Goldberg, F., & Fargason, S. (2012). Responsive teaching and the beginnings of energy in a third grade classroom. Review of Science, Mathematics and ICT Education, 6(1), 51–72.
   Google Scholar
• Hammer, D., & van Zee, E. H. (2006). Seeing the science in children’s thinking: Case studies of student inquiry in physical science ( Book and DVD). Heinemann.
   Google Scholar
• Hochschild, A. R. (2019). The managed heart: Commercialization of human feeling. University of California Press.
   Google Scholar
• Horsthemke, K. (2015). Epistemic empathy in childrearing and education. Ethics & Education, 10(1), 61–72. https://doi.org/10.1080/17449642.2014.998025
   Web of Science ®Google Scholar
• Isay, J. (2008). Walking on eggshells: Navigating the delicate relationship between adult children and parents. Anchor.
   Google Scholar
• Jaber, L. Z., Davidson, S. G., & Metcalf, A. (2023). “I loved seeing how their brains worked!”—Examining the role of epistemic empathy in responsive teaching. Journal of Teacher Education, 1–14. https://doi.org/10.1177/00224871231187313
   Web of Science ®Google Scholar
• Jaber, L. Z., Southerland, S., & Dake, F. (2018). Cultivating epistemic empathy in preservice teacher education. Teaching and Teacher Education, 72, 13–23. https://doi.org/10.1016/j.tate.2018.02.009
   Web of Science ®Google Scholar
• Johnson, H. J., & Cotterman, M. E. (2015). Developing preservice teachers’ knowledge of science teaching through video clubs. Journal of Science Teacher Education, 26(4), 393–417. https://doi.org/10.1007/s10972-015-9429-0
   Web of Science ®Google Scholar
• Kang, H., & Windschitl, M. (2018). How does practice-based teacher preparation influence novices’ first-year instruction? Teachers College Record, 120(8), 1–44. https://doi.org/10.1177/016146811812000803
   Web of Science ®Google Scholar
• Kazemi, E., Ghousseini, H., Cunard, A., & Turrou, A. C. (2016). Getting inside rehearsals: Insights from teacher educators to support work on complex practice. Journal of Teacher Education, 67(1), 18–31. https://doi.org/10.1177/0022487115615191
   Web of Science ®Google Scholar
• Krist, C., Machaka, N., Voss, D., Mathayas, N., Kelly, S., & Shim, S. Y. (2023). Teacher noticing for supporting students’ epistemic agency in science sensemaking discussions. Journal of Science Teacher Education, 34(8), 1–21. https://doi.org/10.1080/1046560X.2022.2155355
   Web of Science ®Google Scholar
• Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243. https://doi.org/10.1177/0022487112473837
   Web of Science ®Google Scholar
• Levin, D. M., Grant, T., & Hammer, D. (2012). Attending and responding to student thinking in science. The American Biology Teacher, 74(3), 158–162. https://doi.org/10.1525/abt.2012.74.3.6
   Web of Science ®Google Scholar
• Lortie, D. C. (1975). Schoolteacher: A sociological study. University of Chicago Press.
   Google Scholar
• Mansfield, F. (1991). Supervised role‐play in the teaching of the process of consultation. Medical Education, 25(6), 485–490. https://doi.org/10.1111/j.1365-2923.1991.tb00102.x
   PubMed Web of Science ®Google Scholar
• Maskiewicz, A. C. (2015). Navigating the challenges of teaching responsively: An insider’s perspective. In A. D. Robertson, R. E. Scherr, & D. Hammer (Eds.), Responsive teaching in science and mathematics (pp. 123–143). Routledge.
   Google Scholar
• McNaughton, D., Hamlin, D., McCarthy, J., Head Reeves, D., & Schreiner, M. (2008). Learning to listen: Teaching an active listening strategy to preservice education professionals. Topics in Early Childhood Special Education, 27(4), 223–231. https://doi.org/10.1177/0271121407311241
   Web of Science ®Google Scholar
• Meldrum, H. (2011). The listening practices of exemplary physicians. International Journal of Listening, 25(3), 145–160. https://doi.org/10.1080/10904018.2011.604603
   Google Scholar
• Metcalf, A., Jaber, L. Z., & Davidson, S. G. (2023). Expanding pre-service teachers’ conceptions of science teaching and learning. In P. Blikstein, J. Van Aalst, R. Kizito, & K. Brennan (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS) 2023 (pp. 1482–1485). International Society of the Learning Sciences.
   Google Scholar
• National Research Council (NRC). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
   Google Scholar
• Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609
   Web of Science ®Google Scholar
• Patton, M. Q. (2002). Qualitative research & evaluation methods. SAGE.
   Google Scholar
• Paukert, A., Stagner, B., & Hope, K. (2004). The assessment of active listening skills in helpline volunteers. Stress, Trauma, and Crisis, 7(1), 61–76. https://doi.org/10.1080/15434610490281075
   Google Scholar
• Radoff, J., Robertson, A. D., Fargason, S., & Goldberg, F. (2018). Methods & strategies: Responsive teaching and High-Stakes testing. Science and Children, 55(9), 88–91. https://doi.org/10.2505/4/sc18_055_09_88
   Google Scholar
• Robertson, A. D., & Atkins Elliott, L. J. (2017). “All students are brilliant”: A confession of injustice and a call to action. The Physics Teacher, 55(9), 519–523. https://doi.org/10.1119/1.5011823
   Web of Science ®Google Scholar
• Robertson, A. D., & Richards, J. (2016). Teacher sense-making about being responsive to students’ science ideas: A case study. European Journal of Science and Mathematics Education, 5(4), 314–342. https://doi.org/10.30935/scimath/9514
   Google Scholar
• Robertson, A. D., Scherr, R. E., & Hammer, D. (2016). Responsive teaching in science and mathematics. Routledge.
   Google Scholar
• Rodgers, C. R. (2002). Seeing student learning: Teacher change and the role of reflection. Harvard Educational Review, 72(2), 230. https://doi.org/10.17763/haer.72.2.5631743606m15751
   Web of Science ®Google Scholar
• Rosebery, A. S., Warren, B., & Tucker‐Raymond, E. (2016). Developing interpretive power in science teaching. Journal of Research in Science Teaching, 53(10), 1571–1600. https://doi.org/10.1002/tea.21267
   Web of Science ®Google Scholar
• Santagata, R., Gallimore, R., & Stigler, J. W. (2005). The use of video for teacher education and professional development: Past experiences and future directions. In C. Vrasidas & G. V. Glass (Eds.), Current perspectives on applied information technologies: Preparing teachers to teach with technology (Vol. 2, pp. 151–167). Information Age Publishing.
   Google Scholar
• Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163–183. https://doi.org/10.1016/j.tate.2003.08.001
   Web of Science ®Google Scholar
• Stroupe, D. (2016). Beginning teachers’ use of resources to enact and learn from ambitious instruction. Cognition and Instruction, 34(1), 51–77. https://doi.org/10.1080/07370008.2015.1129337
   Web of Science ®Google Scholar
• Teuscher, D., Moore, K. C., & Carlson, M. P. (2016). Decentering: A construct to analyze and explain teacher actions as they relate to student thinking. Journal of Mathematics Teacher Education, 19(5), 433–456. https://doi.org/10.1007/s10857-015-9304-0
   Web of Science ®Google Scholar
• Thomas, S. P., & Pollio, H. R. (2002). Listening to patients: A phenomenological approach to nursing research and practice. Springer Publishing Company.
   Google Scholar
• van Es, E. A., & Sherin, M. G. (2010). The influence of video clubs on teachers’ thinking and practice. Journal of Mathematics Teacher Education, 13(2), 155–176. https://doi.org/10.1007/s10857-009-9130-3
   Google Scholar
• Vorauer, J. (2013). The case for and against perspective-taking. Advances in Experimental Social Psychology, 48, 59–115. https://doi.org/10.1016/B978-0-12-407188-9.00002-8
   Web of Science ®Google Scholar
• Warren, B., Ogonowski, M., & Pothier, S. (2005). Rethinking dichotomies in modes of thinking in science learning. In R. Nemirovsky, A. S. Rosebery, J. Solomon, & B. Warren (Eds.), Everyday matters in Science and Mathematics: Studies of complex classroom events (pp. 119–148). Lawrence Erlbaum Associates, Mahwah, NJ.
   Google Scholar
• Warren, B., & Rosebery, A. S. (2011). Navigating interculturality: African American male students and the science classroom. Journal of African American Males in Education (JAAME), 2(1), 98–115.
   Google Scholar
• Westrick, J. M., & Morris, G. A. (2016). Teacher education pedagogy: Disrupting the apprenticeship of observation. Teaching Education, 27(2), 156–172. https://doi.org/10.1080/10476210.2015.1059413
   Web of Science ®Google Scholar
• Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). Sage Publications.
   Google Scholar