Learning to Plan during the Clinical Experience: How Visions of Teaching Influence Novices' Opportunities to Practice

Autor/inn/en	Windschitl, Mark; Lohwasser, Karin; Tasker, Tammy
Titel	Learning to Plan during the Clinical Experience: How Visions of Teaching Influence Novices' Opportunities to Practice
Quelle	In: Journal of Teacher Education, 72 (2021) 4, S.405-418 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Windschitl, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487120948049
Schlagwörter	Preservice Teacher Education; Experiential Learning; Science Teachers; Science Instruction; Cooperative Planning; Lesson Plans; Student Teaching; Secondary School Teachers; Cooperating Teachers; Student Teachers; Mentors + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Teaching practice; Unterrichtspraxis; Co-operation; Cooperation; Kooperation; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	In this study, we document pre-service teachers' (PSTs) opportunities to learn about planning for equitable and ambitious instruction during clinical placements. We also test whether these opportunities vary by the level of participants' perceived congruence between the vision of science teaching supported in their university coursework and the instructional practices and learning culture of their host classrooms. We analyzed interview and survey responses of 65 science PSTs from three preparation programs which required their novices to learn about planning and teaching that was consistent with research-based reforms. In placements where novices could participate in planning practices that were perceived as congruent with these reform-based visions, they were more likely than peers in low-congruence classrooms to engage in educative co-planning with a mentor, to take up responsibilities for planning lessons earlier in the school year and for longer periods of time, and to receive useful feedback from mentors. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01