You are here:

Using tools to promote novice teacher noticing of science teaching practices in post-rehearsal discussions
ARTICLE

TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study explores the potential of tool-supported post-rehearsal discussions in helping novice teachers learn to notice and interpret critical features of science teaching. Three tools are examined: a framework of science teaching practices, information about student misconceptions and scientific practice challenges, and a feedback form. Data were collected from 48 post-rehearsal discussions with 16 novices in four teams in a science methods course. The findings suggest the tools guided novices to collectively identify, interpret, and share insights to respond to critical issues of science teaching and learning related to using the science teaching practices to support student learning.

Citation

Benedict-Chambers, A. (2016). Using tools to promote novice teacher noticing of science teaching practices in post-rehearsal discussions. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 28-44. Elsevier Ltd. Retrieved December 16, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.05.009

Keywords