Læreres undervisningskvalitet er viktig for elevers læringsutbytte, men det finnes lite forskning på lærerstudenters undervisning tidlig i utdanningsløpet og utvikling av denne. I denne kasusstudien undersøkte vi kvaliteten på lærerstudenters naturfagundervisning tidlig i utdanningen. Vi filmet alle de 21 naturfagtimene til seks lærerstudenter som var i praksis i sitt første studieår. Videodata ble analysert med kategorier fra LISSI-prosjektets (Linking Instruction in Science and Student Impact) observasjonsmanual. Analysene fokuserte på sentrale aspekter av undervisningskvalitet i naturfag: kognitiv aktivering, tilrettelegging for diskusjon, tydelig undervisning og naturfaglig utforsking. Sett som ett kasus viste de seks lærerstudentene overraskende høye skårer for kategorier relatert til elevsentrert undervisning, og gjennomførte praktiske aktiviteter som var koblet til læring av naturfagbegreper. Lærerstudentene utfordret likevel elevene bare i middels grad og gjennomførte sjelden utforskende undervisning. Det var også stor variasjon i kvaliteten på representasjoner av fagstoff. I artikkelen er resultatene diskutert og vi drar slutninger for lærerutdanning.
Specialized science courses (SSCs) integrate content knowledge (CK) with pedagogical content knowledge (PCK) and prepare pre-service teachers (PSTs) for reform-oriented teaching. Studies of individual SSCs report positive short-term outcomes, including an increase in self-efficacy and CK. However, few studies explore the longer-term impact of SSCs on classroom teaching. We carried out an exploratory case study of three PSTs from a Norwegian teacher education program that included SSCs. In the context of their field practicum, we compared PSTs' teaching of topics taught in SSCs (aligned lessons) with topics not taught in SSCs (unaligned lessons). Data collection consisted of field observations of one aligned and one unaligned lesson as well as stimulated recall interviews based on video recordings. In our analyses, we compared PSTs use of instructional strategies in aligned and unaligned lessons and how their knowledge for teaching informed these instructional decisions. We found that SSCs supported PSTs in using more topic-specific instructional strategies when teaching aligned lessons. In the aligned lessons, their teaching was better informed by knowledge of students' understandings in science. We also examined PSTs' perceptions of how they drew upon SSCs in their classroom teaching. They reported that SSCs had a major impact on their CK, PCK and self-efficacy for science teaching. Through this study, we provide unique insights into how PSTs draw on SSCs in their classroom teaching. We include implications for further research and the design of SSCs.
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