Coaching During Student Teaching: Using Self-Regulated Learning to Optimize Questioning Skills for Preservice Science Teachers

• In Event: I-Presentation Gallery

iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=18-D0-35-BF-3C-BB-F8-F2-BE-B4-69-68-48-61-C2-06

Abstract

Although student teaching plays a crucial role in teacher preparation programs, very little of the research on student teaching examines features of the experience that create a positive impact for science teacher candidates. This multi-case study adds to the body of research on student teaching by presenting findings of a teacher preparation program that integrated self-regulated learning into professional learning (PL) and coaching to optimize preservice science teachers’ (PSTs) asking question competence. The PL and coaching during student teaching contributed to PSTs' improvement in different aspects regarding asking higher-level cognitive questions. Coaching enhanced PSTs’ application of taught strategies in PL and their learning from the act of teaching.

Authors

• Hong H. Tran, Purdue University

• Daniel K. Capps, University of Georgia

• Georgia Wood Hodges, University of Georgia