Preservice teachers’ thinking within a research-based framework: what informs decisions? |
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| Authors: | Joanne K Olson |
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| Institution: | (1) Iowa State University, N157 Lagomarcino Hall, Ames, IA 50011-3190, USA |
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| Abstract: | A research-based framework for teaching science is a heuristic tool used to help preservice teachers conceptualize many
complexities of teaching while making explicit the strategy to use a research-based body of professional knowledge to inform
instructional decision-making (Clough, 2003, Paper presented at the annual meeting of the Association for the Education of Teachers in Science, St. Louis, MO). Elementary
preservice teachers frequently struggle to apply this knowledge to classroom decisions (Madsen, 2002, Paper presented at the annual meeting of the North Central Association for the Education of Teachers of Science, Bettendorf,
IA). This study examined the effects of using a video case-analysis within an elementary science methods course focused on
the development of a research-based framework. Students in two course sections completed a unit plan, and students in one
section completed the video analysis. Video analysis students’ performance on an oral defense with the instructor was compared
with oral defense performance from students in the unit plan group. Video analysis students outperformed their peers on questions
related to how learning theories influence decisions of selecting content, explaining the use of questioning, and the use
of self assessment strategies. Despite these differences, students in both groups still perceive teaching as primarily accomplished
through activities and have difficulties understanding the critical role of the teacher in promoting student goals. This study
raises issues regarding teachers’ knowledge development during preservice experiences. |
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| Keywords: | elementary teacher preparation knowledge development teachers’ decision-making teachers’ knowledge |
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