Effects of the Science Writing Heuristic Approach on the Quality of Prospective Science Teachers’ Argumentative Writing and Their Understanding of Scientific Argumentation

This study investigates the effect of the science writing heuristic (SWH) approach on the quality of prospective science teachers’ (PSTs) argumentative writing and their understanding of the components of argumentation in the SWH approach and their own learning. Ten SWH approach activities were implemented during the semester. The study was carried out with 31 PSTs. A case study design was used. Data included the SWH approach’s grading rubric and semistructured interviews. While the ANOVA and Bonferroni tests were used to analyze the SWH approach’s grading rubric, content analysis was used to analyze the semistructured interviews conducted with 12 PSTs. The ANOVA results showed a statistical difference among the writing performance of the PSTs (F = 14.493, p < 0.01). The findings gathered from the interviews revealed that the quality of the argumentative writing and research skills of the PSTs increased over time. The PSTs made explicit associations among their beginning questions, data and observations, and claims and evidence, and they made distinctions between their data, observations, and evidence. Multiple representations played an important role in providing evidence to support claims. Moreover, the process of negotiation helped PSTs learn more effectively, and they believed that the argument-based inquiry lab was beneficial to their learning and their future vocational careers as teachers.     

Examining shifts in preservice teachers’ beliefs and attitudes toward writing instruction

ABSTRACT

The purpose of this study was to examine the effectiveness of integrating self-reflection, focused instruction, and field practice in a semester-long language arts course in order to shift early childhood preservice teachers’ (PSTs) beliefs and attitudes about writing instruction, as well as their development and planned use of tools for instruction. The findings revealed that a course focused primarily on preparing PSTs to teach writing can influence PSTs’ definitions of writing, the importance they place on writing instruction, their self-efficacy related to teaching writing, and their tools for instruction.     

Examining and elaborating upon the nature of elementary prospective teachers’ conceptions of partitive division with fractions

The purpose of this study was to examine and elaborate upon elementary prospective teachers’ (PSTs) conceptions of partitive division with fractions. We examined the degree to which PSTs’ conceptions were connected (i.e., capable of translating between representations correctly; aware that partitive division generates a unit rate for its quotient) and flexible (i.e., capable of differentiating between opportunities to partition or iterate (or both) when solving a partitive division task; aware that partitioning or iterating (or both) could be associated with the operation of division, as appropriate). Seventeen PSTs participated in task-based interviews prior to instruction in a mathematics content course for teachers. These PSTs demonstrated disconnected conceptions of partitive division with fractions when they incorrectly translated between representations and either inconsistently or did not express awareness that the purpose of the task was to generate a unit rate. These PSTs demonstrated rigid conceptions of partitive division with fractions such that they did not express awareness that the process of iterating could be associated with the operation of division, even when they obtained a correct answer by iterating. Results extend prior research by looking beyond PSTs’ performance on tasks to elaborate upon PSTs’ conceptions of the operation of partitive division. This study contributes new insights into PSTs’ conceptions that can be used by mathematics teacher educators to inform the design of future instructional interventions.     

Mediating the “Two-Worlds” Pitfall Through Critical,Project-Based Clinical Experiences

This article looks across two teacher education programs to review the tensions and benefits of critical, project-based (CPB) clinical experiences. The first study examines a project embedded within a methods course focused on secondary English language arts (ELA) preservice teachers (PSTs) engaging with youth around a shared writing activity. In the second study, PSTs partnered with local high school students to consider the relevance of writing in and out of schools. We consider how CPB clinical experiences served as mediating spaces that address the disconnect between universities, schools, and communities (Zeichner, 2010). Data analysis suggested there are numerous tensions and benefits associated with CPB clinical experiences for PSTs, teacher educators, and school-based teachers and students. We draw on the findings from this study to make recommendations for future iterations of such work.     

‘Signs of progress’: reconceptualising response to children's poetry writing

Poetry writing is felt by many primary teachers to be an important part of children's early language and literary development. It is also considered by many teachers to be very difficult to assess, due in part to the subjective nature of much poetry. Therefore poetry writing in schools enjoys both high and low status. If practice of teaching this genre is to develop it is necessary for teachers to have a clear view of what children are able to achieve within it. By looking at examples of children's poetry writing, my aim in this paper is to demonstrate how it is possible for primary school teachers to identify features of children's poetry writing which they consider to be of value. I shall argue, from the basis of an empirical research study, that teachers can, therefore, promote and encourage progression in poetry writing by their classes; but that to do so is to challenge views of poetry writing by children promoted in current orders and recommendations.     

Scaffolding Preservice Science Teachers' Evidence-Based Arguments During an Investigation of Natural Selection

In this qualitative case study, preservice science teachers (PSTs) enrolled in their advanced methods course participated in a complex, data-rich investigation based on an adapted version of the Struggle for Survival curriculum. Fundamental to the investigation was the use of the Galapagos Finches software and an emphasis on giving priority to evidence and constructing evidence-based arguments. The questions that guided the research were: (1) What is the nature of the scientific arguments developed by PSTs? (2) How do PSTs go about constructing scientific arguments (emphasis on processes and strategies)? (3) In what ways do the scaffolds embedded in the Galapagos Finches software influence the development of PSTs arguments? Two pairs of PSTs were selected for in-depth examination. The primary sources of data were the electronic artifacts generated in the Galapagos Finches software environment and the videotaped interactions of both pairs as they investigated the data set, constructed and revised their arguments, engaged in peer review sessions, and presented their arguments to the class at the end of the unit. Four major patterns emerged through analysis of the data. First, using the software, PSTs consistently constructed claims that were linked to evidence from the investigation. Second, although PSTs consistently grounded their arguments in evidence, they still exhibited a number of limitations reported in the literature. Third, the software served as a powerful vehicle for revealing PSTs knowledge of evolution and natural selection. Finally, the PSTs approach to the task had a strong influence on the way they used the software.     

Teaching poetry: a descriptive case study of a poetry unit in a classroom of urban deaf adolescents

A qualitative study was conducted that reflected an analysis of a 6-week poetry unit in a language arts classroom of 6th and 8th graders at a school for the deaf in a large city in the northeastern United States. The school served a large population of children of poverty who were of Latino and African American descent. The study was guided by 4 research questions: (a) Would students benefit from having American Sign Language (ASL) poetry as a part of the unit? (b) Would teachers' signing of poems increase students' understanding of the poems? (c) Could students analyze the meaning of poems independently? (d) Would students view writing poetry as a vehicle for expressing their feelings and ideas through themes that were important to them? The evidence provided support for affirmative answers to questions a, b, and d.     

Investigating the effects of peer instruction on preservice mathematics teachers’ achievements in statistics and probability

This study investigated the effects of two different accountability scoring mechanisms (ASMs), which were used during the peer instruction (PI) process, on preservice middle school mathematics teachers’ (PSTs) achievements in statistics and probability. In the spring semester of 2016–2017 academic year, 46 third-year PSTs, who had been attending a statistics and probability course, participated in the study. Based on their pre-test scores, the PSTs were randomly divided into two equally achieving groups (Group 1 and Group 2). The data of this study were collected using an academic achievement test and PI and course evaluation forms. A learning management system (LMS), which was a web-based application designed by the first author, was used in collecting the PSTs’ responses to the given conceptual questions. Two different ASMs were used in calculating the PSTs’ PI scores. The findings showed that the PSTs in Group 1 obtained significantly higher overall academic, PI, and post-test scores than the PSTs in Group 2. Therefore, the PSTs’ PI and overall academic achievement scores differed based on the ASM used. Thus, using an ASM during a PI process found to be effective in increasing the PSTs’ engagement in the peer discussion. Finally, the analysis of the PSTs’ opinions regarding to the PI, learning process, and learning environment indicated their overall satisfaction.     

Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices

Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to which the constructivist pedagogies (e.g., interactive community discussions, problem solving, group challenges) employed by teacher educators through the implementation of a rich task (Macdonald, Hunter, & Tinning, 2007) assisted PSTs in their understanding and construction of knowledge about instructional alignment. Data collection employed rich tasks and focus-group interviews with a sample of 31 physical education teacher education (PETE) PSTs enrolled on a one-year Graduate Diploma Physical Education program. Data were analysed inductively (Patton, 1990) using the constant comparative method (Rubin & Rubin, 1995). Results revealed that PSTs varied in their articulation of the various elements of instructional alignment that were captured in the rich task. Through the use of such constructivist strategies as problem solving, group discussions, and critical friends, PSTs understood and valued the process of instructional alignment as they moved from feelings of fear and apprehension to being confident in their own development. Areas of strength and deficiency that were noted in the PSTs' attempts to design instructionally aligned lessons will guide the teacher educators in revising program components and their own practice.     

Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts

Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves together cycles of enactment, core practices in science education and culturally relevant pedagogies. The theoretical foundation draws upon situated learning theory and communities of practice. Using video analysis by PSTs and course artifacts, the authors studied how the iterative process of these cycles guided PSTs development as teachers of elementary science. Findings demonstrate how PSTs were drawing on resources to inform practice, purposefully noticing their practice, renegotiating their roles in teaching, and reconsidering “professional blindness” through cultural practice.     

Pre-service teacher planning for differentiation of instruction in mathematics classrooms

This study investigated how 46 pre-service teachers (PSTs) planned for differentiation of instruction in mathematics. Content analysis was utilized to explore the differentiation strategies included and student characteristics considered in PST plans and how PSTs used differentiation strategies and student characteristics to differentiate lesson content, process, product, and environment. In addition, a rubric was designed and utilized to analyze the level of detail PSTs provided in their plans. Results indicated that overall, PSTs were developing in their planning for differentiation of instruction, using general terms to describe the modifications they would make to meet student needs. Moreover, results revealed that PSTs included strategies to differentiate lesson content and environment most often in their plans and frequently considered student readiness levels when planning for differentiation. Findings also revealed that PSTs need support in learning how to plan for differentiation based on student cultural backgrounds. Implications for mathematics teacher preparation are discussed.

     

Field experiences in teacher education: the perceptions and qualities of written reflections

This study aimed to evaluate the Pre-service Teachers’ (PSTs’) field experience-related perceptions and the qualities of their written reflections. Two thousand four hundred journal entries written by 75 teacher candidates were analyzed to classify their qualities. In addition, semi-structured interviews were conducted with all of the subjects. The results showed that the largest proportion of the written entries was classified as technical. Only a small percentage of the subjects reached the highest level of reflection called as transformative. During the field experiences, the PSTs had mainly self, cooperating teachers, and student-related issues and perceptions. At the end of the field experiences, they recommended to start the practicum courses from the first year of the faculty and to increase the weekly hours of these courses. It is important to note that the PSTs need additional knowledge and practices about the reflection, reflective writing, and the qualities of reflection.     

Transforming a Traditional Inquiry-Based Science Unit into a STEM Unit for Elementary Pre-service Teachers: A View from the Trenches

The need to prepare students with twenty-first-century skills through STEM-related teaching is strong, especially at the elementary level. However, most teacher education preparation programs do not focus on STEM education. In an attempt to provide an exemplary model of a STEM unit, we used a rapid prototyping approach to transform an inquiry-based unit on moon phases into one that integrated technology in a meaningful manner to develop technological literacy and scientific concepts for pre-service teachers (PSTs). Using qualitative case study methodology, we describe lessons learned related to the development and implementation of a STEM unit in an undergraduate elementary methods course, focusing on the impact the inquiry model had on PSTs’ perceptions of inquiry-based science instruction and how the integration of technology impacted their learning experience. Using field notes and survey data, we uncovered three overarching themes. First, we found that PSTs held absolutist beliefs and had a need for instruction on inquiry-based learning and teaching. Second, we determined that explicit examples of effective and ineffective technology use are needed to help PSTs develop an understanding of meaningful technology integration. Finally, the rapid prototyping approach resulted in a successful modification of the unit, but caused the usability of our digital instructional materials to suffer. Our findings suggest that while inquiry-based STEM units can be implemented in existing programs, creating and testing these prototypes requires significant effort to meet PSTs’ learning needs, and that iterating designs is essential to successful implementation.     

On Red Wheelbarrows

This paper describes some of the key principles and practices of Teachers as Writers groups in the UK. It draws on participants' own accounts of the personal and pedagogic benefits of these voluntary teacher‐led activities. It also presents a case‐study of a teacher who used her experience of the process of writing in such a group to support students who were writing analytically about poetry in an A level (senior secondary) literature course.     

Pre-service teachers’ construction of professional identity through peer collaboration during professional experience: a case study in Australia

Much research in the area of pre-service teacher (PST) identity formation has focused on the mentoring relationship between PSTs and their supervising teachers. While this is important to identity formation, interaction with peers is another area that needs to be examined. Using Wenger’s matrix as a theoretical framework, this study aimed to explore how PSTs’ identities are formed during the process of paired placement during the professional experience. Two pairs of PSTs were followed during the four-week professional experience. Data were collected from interviews with the PSTs before, during and after the professional experience. It is clear from this case study that the identity formation of PSTs is enhanced during a paired placement on their first professional experience. This finding has implications for teacher educators who are seeking evidence of the effectiveness of paired placements on the identity formation of PSTs during professional experience.     

Developing assessment literacy through approximations of practice: Exploring secondary mathematics pre-service teachers developing criteria for a rich quadratics task

This study draws on a theoretical model for teacher assessment literacy to investigate the process of how secondary mathematics pre-service teachers (PSTs) might develop theirs through experiencing an approximation of practice. Sixty PSTs participated in designing and then refining assessment criteria for a rich open-ended quadratics task using real student example responses. Data analysis examined variations in the PSTs’ attention to quadratic features and mathematical language as assessment criteria for the task throughout the activity. This paper discusses evidence suggesting that the collaborative analysis of example student responses can make certain, but not all, assessment criteria salient to PSTs.     

Virtual internships in blended environments to prepare preservice teachers for the professional teaching context

This study investigated to what extent virtual internships in teacher education were able to reduce Preservice Teachers’ (PSTs) professional anxiety. Simultaneously, this study investigated how virtual internships in blended learning environments were evaluated by PSTs in terms of technological, social and educational affordances. PSTs followed virtual internships during two different Educational Pedagogy Master’s courses (27 and 16 participants) in a teacher education programme. A mixed methods design was employed, consisting of pre- and post-test questionnaires, a focus group interview and individual interviews. A significant decrease was found in PSTs’ professional anxiety after having followed Virtual Internship 2. PSTs reported they obtained a more realistic image of teaching and felt better prepared for teaching in practice. Furthermore, regarding technological affordances, system usability was considered between acceptable and good. Concerning social affordances, PSTs appreciated collaboration within the virtual internships. As an educational affordance, it appeared that learning from videos with authentic classroom events is a good preparation for the professional teaching context. According to the PSTs, the scenarios within virtual internships could be improved in terms of authenticity and personalisation by offering more details and background information. The results of this study imply that virtual internships can be useful assets for teacher education.     

Writing the Unseen Poem: can the writing of poetry help to support pupils' engagement in the reading of poetry?

This article discusses a small scale project investigating the role of writing poetry in order to strengthen pupils' responses to reading and analysing poetry. This takes place within the context of preparation for a question on unseen poetry in a high stakes examination, in a contemporary climate where creative responses to poetry are reported to be less prevalent than analytical responses within an assessment‐focused curriculum. The project investigates strategies to inspire pupils to write their own poetry and to analyse the work of their peers in order to ‘put themselves in the shoes’ of the poet, supporting them in preparing for the examination question. It also involves teacher‐modelling of the writing and reading processes to support pupils in feeling part of a reading and writing community.     

Understanding Preservice Teacher Skills to Construct Lesson Plans

This study examined preservice teachers’ (PSTs) capacity for lesson planning in a university-based teacher preparation program in the USA Participants (n?=?126) wrote lesson plans in three approaches: synthesis, creation, and modification. Findings indicate that PSTs who modified preexisting lesson plans produced better lesson plans than their peers and reported higher efficacy in their use of the lesson plan in their field experiences. This study supports the notion that the efficacy of first-year teaching lies more appropriately in the area of enacting curriculum than in the area of designing curriculum. With respect to career-long learning, PSTs’ abilities to do curriculum work are likely to improve, as they grow more familiar with students and existing excellent curricula over years. Although the study presents a snapshot of U.S. preservice teachers’ capacity for curriculum design, the findings may serve to inform the literature on the developmental aspect of curriculum design for teacher education systems across the world.