Connecting the dots: Secondary science teacher candidates’ uptake of the core practice of facilitating sensemaking discussions from teacher education experiences

Kloser, Matthew; Wilsey, Matthew; Madkins, Tia C.; Windschitl, Mark

doi:10.1016/j.tate.2019.01.006

Cited by 39 publications

(18 citation statements)

References 36 publications

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“…Interviews explained that feedback impacted their performance and disposition to improve when it focused on the task, elicited reflection, and came from peers and teacher educators in a trustworthy environment. When feedback is focused on the task, it promotes the transfer of learning [55]. Additionally, feedback that invites reflection leads to comprehension and awareness of what is being performed [88].…”

Section: Discussionmentioning

confidence: 99%

“…Thus, teacher educators must offer pre-service teachers at least the following practice opportunities: analyze models of effective teaching, examine national curricula, examine actual teaching materials, analyze pupils' work, take pupils' perspectives, talk about fieldwork, plan for teaching, and simulate the teacher's role [51][52][53][54]. Together, these function as a bridge from campus coursework to fieldwork [55], allowing pre-service teachers to gradually approach the complexity of teaching. Grossman and her colleagues [56] identified three elements that make it possible to understand a pedagogy of practices: decomposition of the practice, representations of the practice, and approximations of practice.…”

Section: Introductionmentioning

confidence: 99%

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Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

2021

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Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethical imperative to update teacher education so teachers can become lifelong learners. The objective of this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic; (ii) relevant to the classroom work; (iii) presented with clear instructions and effective rubrics; (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

2021

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“…The task of students of the Education study program is to prepare themselves to become professional teachers in the future (Gomez, 1993;Osmanoglu, Isiksal, & Koc, 2015;Stacey Donaldson, 2010). They must know better and more about how to teach the appropriate subject, and must have knowledge and skills related to the teaching-learning process (DeJarnette, 2016;Ecevit, Yalaki, & Kingir, 2018;Kloser, Wilsey, Madkins, & Windschitl, 2019;Uyanik, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

Yayuk

Husamah

2020

Journal for the Education of Gifted Young Scientists

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Problem-solving in mathematics is one of the skills that have to be mastered by elementary school teacher candidates. This study aimed to analyze the difficulties of prospective elementary school teachers at the Universitas Muhammadiyah Malang (UMM) in item problem solving for mathematics. This research was a descriptive exploratory with a qualitative approach. The subjects were elementary school teacher education students at the UMM, who attended the Elementary School Mathematics Learning course II, totaling of 38 students. The instrument used was a mathematical problem based on HOTS, while the interview and observation referred to problemsolving strategies based on Polya's steps (ability to understand problems, ability to plan problems, ability to act based on a plan, and ability to re-check answers). Data analysis was performed by analyzing the written answer sheets of the subjects while coding and grouping the subject's learning styles. The data from the interview and observation were analyzed with content analysis. The results showed that students still experienced difficulties in all Polya's steps. The ability of problem-solving based on Polya's steps include understanding the problem, planning, and writing strategies, as well as carrying out activities according to plan. The results of the study stated that only 5.3% of students were in a good category. Students also have had difficulty in re-checking answers, because only 8% of students did the work correctly. It can be concluded that the ability of problem-solving in Mathematics based on Polya's steps was still relatively weak.

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“…We know that the teacher plays a central role in the facilitation of student talk and therefore sensemaking (National Academies of Sciences, Engineering, and Medicine, 2019). This facilitation is particularly important because the moves that teachers make can support students in making their thinking visible to others, deepening their own thinking, and taking up and working with each other's ideas (Kawalkar & Vijapurkar, 2013;Kloser et al, 2019;O'Connor & Michaels, 2019). Most work in the field, however, has considered discussion in general (e.g., Michaels & O'Connor, 2012) or focused on a particular kind of discussion, such as evidence building conversations after an investigation (e.g., Manz & Renga, 2017).…”

mentioning

confidence: 99%

Considering discussion types to support collective sensemaking during a storyline unit

2021

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A key goal of recent reforms in science education has been to support students' collective sensemaking, in which they work together to understand a natural phenomenon. This work is often done during class discussions, but facilitating those discussions is challenging. In this study, we used a framework of three discussion types to investigate how classroom discussions differ throughout a storyline curricular unit: initial ideas discussions aim to surface students' ideas about a phenomenon; building understandings discussions aim to construct claims based on an investigation or data; and consensus discussions aim to bring together multiple claims over time to explain a phenomenon or event. We used this framework to analyze the idea work and turns taken in classroom discussions from one highly skilled middle school teacher. This analysis resulted in three takeaways. First, we found the teacher consistently worked to surface and clarify his students' ideas. This is as an important step in collective sensemaking that comes before the construction and critique of those ideas and can support a sense of belonging for students who typically do not identify with science. Second, we characterized a distinct talk pattern closely associated with surfacing and clarifying ideas across all three discussion types: the Propose–Probe–Clarify–Restate (PPCR) sequence. PPCR is distinct from previously identified talk patterns in the teacher's use of clarifying and restating to honor the ideas students bring to a discussion and to restate them to ensure they are accepted into a public record. Finally, we found that each discussion type required a distinct set of teacher moves to achieve its goal. Surfacing and clarifying ideas is necessary but insufficient to support collective sensemaking. Therefore, different talk moves, such as asking for evidence and evaluating claims for their connection to the phenomenon of interest, are required in building understandings and consensus discussions.

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Connecting the dots: Secondary science teacher candidates’ uptake of the core practice of facilitating sensemaking discussions from teacher education experiences

Cited by 39 publications

References 36 publications

Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

Considering discussion types to support collective sensemaking during a storyline unit

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