Supporting Secondary Science Preservice Teachers in Developing Strong Lesson Planning Practices

• In Event: Pedagogies of Teacher Education to Achieve Diverse Aims of Teacher Prep

Abstract

This study is situated in the perspective that critical and intentional use of instructional models and curriculum materials may play an important role in teachers’ planning of high-level task-based discussions. Of these instructional models, teacher educators at a large urban university in the Midwest selected the Five Practices model (Smith & Stein, 2011) to support PSTs as they plan for and design science discussions. The researcher followed PSTs as they participated in a secondary science teacher preparation program intended to support the development of planning and supporting of whole-class task-based discussions. Teacher educators in this program designed a two-semester intervention that aimed in supporting this development.

Author

• Danielle Kristina Ross, Northern Arizona University