Closing the Experience Gap: The Influence of an Immersed Methods Course in Science

Autor/inn/en	Thompson, Stephen L.; Emmer, Ed
Titel	Closing the Experience Gap: The Influence of an Immersed Methods Course in Science
Quelle	In: Journal of Science Teacher Education, 30 (2019) 3, S.300-319 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thompson, Stephen L.) ORCID (Emmer, Ed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2018.1562811
Schlagwörter	Methods Courses; Science Instruction; Science Teachers; Elementary School Teachers; Beginning Teachers; Teaching Methods; Faculty Development; Formative Evaluation; Instructional Materials; Teacher Education; Self Esteem; Teacher Competencies; Preservice Teacher Education; Experiential Learning; Beginning Teacher Induction; College School Cooperation; Inquiry; Program Effectiveness + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrerausbildung; Lehrerbildung; Self-esteem; Selbstaufmerksamkeit; Lehrkunst; Lehramtsstudiengang; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	This exploratory case study centered on 3 beginning elementary science teachers who experienced variations in practice-based instructional approaches within their elementary teacher development sequence. We define "practice-based instructional approaches" as engaging with teaching approximations that occur in authentic classroom settings with students and center on teaching practices such as formative assessment and crafting responsive instruction using supportive curriculum materials. We examined the teacher preparation and induction experiences that shaped the teachers' confidence and perceived competency as science teachers. Study trends highlighted 4 factors that were especially impactful: engagement in reform-based instruction, immersed guided practice, school-based collaborative support for reform-based instruction, and alignment of preservice and induction period instructional practices. We posit that these 4 types of experiences form the basis of a practice-based model for elementary science teacher development that spans the preservice and induction periods and has the potential to alleviate pressing issues in elementary science teacher development. This exploratory case study captured data via teachers' written and interview responses as well as narrative summary member checking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01