Secondary Preservice Science Teachers’ Learning to Use Students’ Ideas

• In Event: Research in Progress Roundtable Session 2
  In Invited Roundtable: Teacher Education, Professional Development, and Instructional Practices (Table 8)

Abstract

This study investigates how PSSTs develop responsive teaching practices focused on using students’ ideas. Responsive teaching involves attending to and engaging with students' thinking, and supporting them in reasoning (Hammer et al., 2012; van Es & Sherin, 2008). We examine the shifts in PSSTs’ professional vision for using student ideas as they participate in a video club designed to foster responsive teaching. Using grounded analysis methods, we analyze interviews and video club sessions to explore how PSSTs learn to use students’ ideas. Anticipated findings suggest PSSTs move beyond evaluating ideas to deeper interpretations, linking ideas to complex concepts and developing professional vision for responsive practices. This study contributes to the research and practice towards better supporting PSSTs in responsive practices.

Author

• Nessrine Machaka, University of Illinois at Urbana-Champaign