Prompts or Protocol: Facilitating Elementary Science Teacher Candidates’ Noticing of Students’ Strengths

• In Event: Reflective Practices and Science Education in Teacher Training: Addressing Challenges and Strengthening Noticing in Classrooms

Abstract

Science education has shifted from a focus on canonical correctness toward students and their sensemaking. In response, teacher educators have explored video analysis as an activity for helping teacher candidates notice students and their strengths. Framing (e.g., facilitator prompts, protocols) influences what teacher candidates learn through video analysis. In this paper, we compare two frames for supporting teacher candidates’ noticing of students’ strengths: open-ended prompts and a protocol. We find the protocol more effectively supported strengths-based noticing and shifted the role of the facilitator from authoritative to collaborative. These findings offer implications for teacher educators aiming to support equitable science teaching though courses and professional development.

Authors

• Ashlyn Pierson, The Ohio State University

• Heather J. Johnson, Vanderbilt University

• Andrea W. Henrie, Vanderbilt University

• D. Teo Keifert, University of North Texas

• Sophia Jeong, The Ohio State University

• Bethany Daniel, Vanderbilt University