Cultural-Historical Analysis of Feedback From Experts to Novice Science Teachers on Climate Change Lessons

• In Event: AERA Poster Session 11
  In Poster Session: Science Teaching and Learning: Preservice and In-Service Science Teacher Learning

Abstract

This study aims to investigate the interaction between preservice science teachers (PSETs) and their mentor teachers (MTs) in learning to teach climate change. We explored the potential of Cultural-Historical Activity Theory (CHAT) framework. By using abductive analysis and tools of discourse analysis to look at the video recordings of the feedback sessions and its artifacts, we respond to question: What is the cultural-historical nature of experienced teachers’ feedback to PSEts on their climate change lessons? By highlighting components such as norms, CHAT provided a lens to make sociocultural and salient aspects more visible to inform research on teacher education. The framework also helped us identify the sociocultural components of teaching such as communities were less apparent in the MT’s feedback.

Authors

• Asli Sezen-Barrie, National Science Foundation

• Gili Marbach-Ad, University of Maryland