Preservice elementary teachers’ noticing in reflections of rehearsal and classroom enactments during practice-based methods courses across three universities
Abstract
Teaching requires noticing through attending to, interpreting, and responding to significant instructional events. To support science learning, elementary teachers must learn the complex work of noticing integrated scientific sensemaking, where students make sense of phenomenon through disciplinary practices. Using qualitative case studies, researchers investigated preservice teachers' noticing when reflecting on rehearsal and classroom enactments within practice-based science methods courses at three universities. Analyses showed common patterns in the teachers’ reflection across the university such as more regularly privileging integrated sensemaking in rehearsal reflections compared to classroom enactment reflections. These findings have implications for rehearsal use within teacher education.
Department(s)
School of Teaching, Learning and Developmental Science
Document Type
Article
DOI
10.1016/j.tate.2024.104585
Keywords
Elementary science teaching, Practice-based teacher education, Preservice teachers, Rehearsals, Teacher learning
Publication Date
7-1-2024
Recommended Citation
Benedict-Chambers, Amanda M.; Arias, Anna Maria; and Fick, Sarah J., "Preservice elementary teachers’ noticing in reflections of rehearsal and classroom enactments during practice-based methods courses across three universities" (2024). Faculty Scholarship. 350.
https://bearworks.missouristate.edu/articles00/350
Journal Title
Teaching and Teacher Education
