Applying Research Knowledge in Designing Student Teaching Programs to Maximize Preservice Science Candidates’ Learning Opportunities

• In Event: Advancing the Study of Student Teaching: New Literature Reviews, Coteaching Methodology, and Science Education

Abstract

Learning to teach inquiry science is difficult for preservice candidates who have not previously experienced inquiry teaching. Guided by teacher education researcher recommendations, an apprenticeship model of student teaching with partnering teachers maintaining a classroom teaching presence was field tested by two candidate/teacher pairs. In order to understand the collaborations between these pairs, conversations and enactments were recorded and analyzed. Findings suggest candidate/teacher pairs used seven types of conversations with distinctive patterns of interactions and contributions. Conversations were supported by specific model features including teachers helping candidates plan, reducing classroom complexity, and modeling inquiry strategies. Shifts in conversation patterns as mentors reduced supports suggest candidates were learning to teach inquiry science. Candidates reported gaining confidence while developing inquiry strategy repertoires.

Author

• Christine L. Manzey, University of Toledo