- Categories: Early Childhood Education, Elementary Education, Inservice Teacher Preparation, Integrated STEM, and Preservice Teacher Preparation
- Tags: formative assessment, lesson study, noticing students’ thinking, professional development (PD), and teacher preparation
- Publication: Issue 1 and Volume 5
We discuss how an innovative field experience model initially developed at Indiana University - Bloomington (IUB) is adapted for use at two other institutions. The teacher preparation programs at the two adapting universities not only differ from IUB, but also from each other with respect to course structure and student population. We begin with describing the original model, referred to as Iterative Model Building (IMB), and how it is designed to incorporate on a variety of research-based teacher education methods (e.g., teaching experiment interviews and Lesson Study) for the purpose of supporting preservice teachers with constructing models of children’s thinking, using this information to inform lesson planning, and then participating in a modified form of lesson study for the purpose of reflecting on changes to the lesson taught and future lessons that will be taught in the field experience. The goal of these combined innovations is to initiate the development of preservice teachers’ knowledge and skill for focusing on children’s scientific and mathematical thinking. We then share how we utilize formative assessment interviews and model building with graduate level in-service teachers at one institution and how the component of lesson study is adapted for use with undergraduate preservice teachers at another institution. Finally, we provide recommendations for adapting the IMB approach further at other institutions.
Future elementary teachers commonly experience a sense of disconnection and lack of confidence in teaching science, often related to their own negative experiences with school science. As a result, teacher educators are faced with the challenge of engaging future teachers in ways that build confidence and help them develop positive associations with science. In this article, we present wonder-infused pedagogy as a means to create positive pathways for future teachers to engage with both science content and teaching. We first articulate the theoretical foundations underpinning conceptions of wonder in relation to science education, and then move on to share specific practical activities designed to integrate elements of wonder into an elementary methods course. We envision wonder-infused pedagogy not as a disruptive force in standard science methods courses, but rather an effort to deepen inquiry and connect it to the emotive and imaginative selves of our students. The article closes with thorough descriptions of wonder related activities including wonder journaling and a wonder fair in order to illustrate the pedagogical possibilities of this approach. We provide student examples of these artifacts and exit tickets articulating student experiences within the course. We also consider possible challenges that teacher educators may encounter during this process and methods to address those possible hurdles. We found that the process involved in wonder-infused pedagogy provided possibilities for future teachers to reconnect and rekindle a joyful relationship with authentic science practice.
While research has offered recommendations for supporting inservice teachers in learning to implement the NGSS, the literature provides fewer insights into supporting preservice teachers in this endeavor. In this article, we address this gap by sharing our collective wisdom generated through designing and implementing learning experiences in our methods courses. Through personal vignettes and sharing of instructional plans with the science teacher education community, we hope to contribute to the professional knowledge base and better understand what is both critical and possible for preservice teachers to learn about the NGSS.