Provide Preservice Teachers a Reflective Practice to Learn and Teach Science and Engineering Practices

• In Event: Marriott Roundtable Session One
  In Roundtable Session: Research on Science Teacher Learning (Table 11)

Abstract

The preparatory pre-service training that science and engineering receive through micro-teaching might not give them sufficient experience. The Interactive-Constructive-Active-Passive science and engineering practices (ICAP SEPs) framework was adapted to visualize how pre-service teachers (PSTs) reach each nature of the SEPs learning activity. In this study, 18 PSTs were assigned to teach two SEPs in one learning activity, then conduct their own teaching reflection session with four kinds of reflection (-in; -on; -for; and -as -action). All data were collected from all sessions and analyzed using content analysis. The results indicate that reflection-on-action could improve their ability to teach individual SEP. However, reflection-as-action helped them meaningfully connect between two SEPs, while reflection-for-action access to PST's belief about managing classrooms with equity.

Authors

• Tharue Sean Prasoplarb, Kasetsart University
  Presenting Author

• Chatree Faikhamta, Kasetsart University
  Non-Presenting Author