| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 6850446 | Teaching and Teacher Education | 2016 | 17 Pages |
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.
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Authors
Amanda Benedict-Chambers,