Supporting Preservice Elementary Teachers' Critique and Adaptation of Science Lesson Plans Using Educative Curriculum Materials

Autor/inn/en	Beyer, Carrie; Davis, Elizabeth A.
Titel	Supporting Preservice Elementary Teachers' Critique and Adaptation of Science Lesson Plans Using Educative Curriculum Materials
Quelle	In: Journal of Science Teacher Education, 20 (2009) 6, S.517-536 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-009-9148-5
Schlagwörter	Curriculum Design; Teaching Methods; Lesson Plans; Preservice Teacher Education; Preservice Teachers; Science Teachers; Science Education; Science Instruction; Knowledge Base for Teaching; Teacher Education Curriculum; Instructional Effectiveness; Elementary School Teachers; Instructional Design; Educational Strategies; Educational Principles + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Lehramtsstudiengang; Lehrerausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Unterrichtserfolg; Elementary school; Grundschule; Volksschule; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrstrategie; Bildungsprinzip
Abstract	Critiquing and adapting curriculum materials are essential teaching practices but challenging for many preservice teachers. This study explores the use of educative curriculum materials--materials intended to support both teacher and student learning--to help preservice elementary teachers develop their pedagogical design capacity for critiquing and adapting lessons. Preservice teachers received educative supports highlighting pedagogical principles and rationales for those principles. When provided with educative supports, most individuals attended to the principles targeted in the supports, engaged in an in-depth analysis with regard to the principles, and used the rationales from the supports to justify their analyses. However, few continued to do so in subsequent analyses when they no longer received support. Implications for science teacher education and curriculum design are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10