Science Teacher Educators’ Visions and Evaluations of Expertise in NGSS-Aligned Instruction Across Institutions

Stepping in or Stepping On: Mentor Teachers’ Preferences for Mentoring Inside and Outside of Interactive Teaching

“…This may stem from an assumption that instructional time is time to teach pupils, not time to teach teachers. However, this assumption is in tension with theories of professional learning which suggest that novices (and their future students) would benefit from strong, intentional mediation during instruction to support them in developing adaptive expertise in teaching (Bernhard, 2022; Grossman et al, 2018, 2019; Hauser & Kavanagh, 2019; Kavanagh et al, 2019; Metz et al, 2020; Reisman et al, 2019; Von Esch & Kavanagh, 2018). It is also in tension with research suggesting that what novices actually see about the practice of teaching when they are not given explicit guidance from a more experienced teacher is extremely limited (Wolff et al, 2015).…”