Professional Vision for Ambitious Teaching in Science and Mathematics

• In Event: Preservice Teachers Focusing on Student Thinking in Math and Science Classrooms

Abstract

As the education systems are now pressed to engage students in deeper and meaningful learning experiences, teachers are tasked with ambitious teaching practices that can promote student learning. This study focused on the development of pre-service teachers’ (PSTs) professional vision for ambitious teaching. We examined the extent to which fifteen science and math PSTs’ ability to notice important features of classrooms during the implementation of cognitively demanding tasks changed as a result of their participation in a methods course. Analyses of PSTs’ video analysis and interviews have suggested that PSTs developed more refined ways of seeing teaching and students’ thinking during the implementation of cognitively demanding tasks. The study provides important insights for designing for PSTs’ learning.

Authors

• Miray Tekkumru-Kisa, Florida State University

• Ryan Coker, Florida State University

• Sebnem Atabas, Florida State University