The Use of a Cultural Tool for Mediating Teacher Candidates Learning About Analyzing Student Learning

• In Event: Moscone Center North Roundtable Session 2
  In Roundtable Session: Vygotskian-Inspired Pedagogical Practice: Creating Transformative Spaces for Learning and Development

Abstract

A major aspect of teacher practice is facilitating student learning. However, identifying student learning is not a trivial task and needs guided meditation. In this study, we examined how using a cultural tool called Talking Science Approach (TSA) mediated teacher candidates (TCs) analysis of student learning. We examined TCs analysis of student learning, collected from two cohorts of TCs and showed that the cohort who used the TSA tool focused on students’ discourse as evidence of learning whereas the other cohort, who did not use the TSA tool, mainly chose student’ correct answers to teachers as evidence of learning. The study suggests developing and using theoretical tools for analyzing learning can potentially expand TCs views about student learning.

Authors

• Pooneh Sabouri, Florida International University

• Susan A. Kirch, New York University

• Moyu Zhang, New York University

• Wanjing Ma, New York University