Practice-Based Structures to Support Elementary Teacher Candidates' Movement Toward Reform-Oriented Science

• In Event: 34.045 - Issues in Preservice Teacher Education

Abstract

Improving elementary science education involves helping teachers understand how to implement current recommendations about science instruction. To support elementary teacher candidates’ (TCs) understandings of science teaching, we developed and implemented a model—the Supported, Collaborative Teaching Model (SCTM)—designed to focus TCs’ attention on key aspects of teaching. In our latest iteration, we emphasized reflection on practices that are central to reform-oriented science. This research focuses on how the structures within this SCTM aided TCs’ conceptualizations of elementary science instruction. Findings indicate that the SCTM allowed TCs to see the power of inquiry-based instruction and build confidence around related teaching skills. Further, focused reflections on their teaching provided opportunities to target and improve practices that support reform-oriented science instruction.

Authors

• Julianne A. Wenner, Boise State University

• Julie Kittleson, University of Georgia