Search results for: Davis Elizabeth A.
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The purpose of this article is to describe the authors' iterative design work in teacher education around one authentic scientific practice—namely, the practice of scientific modeling. The authors describe their instructional designs, which they have incorporated into three different teacher education programs, and they present their struggles and successes with the students in these programs, who are tomorrow’s teachers.
Updated: Jun. 18, 2012
Teachers’ learning goals and their knowledge of students play important roles in influencing exactly how a teacher adapts curriculum materials. The authors asked two elementary teachers to write narratives about their use of and changes to particular reform-oriented science lesson plans. The authors conclude that teachers need support in considering and making productive changes to curriculum materials. This may be particularly true for elementary teachers of science.
Updated: Mar. 01, 2012
Using Educative Curriculum Materials to Support Preservice Elementary Teachers' Curricular Planning: A Comparison Between Two Different Forms of Support
Educative curriculum materials are materials designed to promote both teacher and student learning. These materials may help novice teachers learn how to engage in productive curricular planning. This quasi-experimental study examines the affordances and constraints of two different forms of educative support, general supports and lesson-specific supports, in helping preservice elementary teachers critique and adapt science curriculum materials. Implications for teacher education and curriculum materials design are discussed.
Updated: Jan. 31, 2010
Supporting Preservice Elementary Teachers’ Critique and Adaptation of Science Lesson Plans Using Educative Curriculum Materials
This study examines the use of educative curriculum materials—materials intended to support both teacher and student learning—to help preservice elementary teachers develop their pedagogical design capacity for critiquing and adapting lessons. Preservice teachers received educative supports highlighting pedagogical principles and rationales for those principles. Implications for science teacher education and curriculum design are discussed.
Updated: Jan. 12, 2010
As part of an elementary science methods course, 40 preservice teachers were asked to reflect on and respond to narrative vignettes describing a teacher’s decision making with regard to lesson plans. Results suggest that descriptions of teaching situated in lesson plans can promote productive reflection for preservice teachers.
Updated: Jul. 08, 2009
For preservice teachers to learn to use science curriculum materials in productive ways, they must develop a conception of themselves as elementary teachers in which the use of science curriculum materials is a valued dimension of science-teaching practice. We define those dimensions of teachers' professional role identities concerned with the use of curriculum materials as curricular role identity. This mixed-methods study examines preservice elementary teachers' development of curricular role identity for science teaching through their use of science curriculum materials. Results suggest preservice teachers articulate important differences between their own and more experienced elementary teachers' curricular role identity for science teaching and make progress toward appropriating the latter.
Updated: Nov. 10, 2008