| 1. |
- Acher, Andrés, et al.
(författare)
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Teaching Practices in Preservice Science Teacher Education
- 2018
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Ingår i: Electronic Proceedings of the ESERA 2017 Conference. - Dublin, Ireland : Dublin City University. - 9781873769843 ; , s. 1903-1914
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Konferensbidrag (refereegranskat)abstract
- Recent efforts to design and study Pre-service Science Teacher Education have focused on engaging future teachers in teaching practices. This focus on practices comes with an explicit intention to blend aspects of knowledge and doing that has been historically separate in other efforts to teach novice learners practical aspects of their profession. This intention brings particular challenges to EU preservice teacher preparation programs that need to reconsider how to incorporate aspects of practices into their science education courses. These challenges not only emerge from the novelty and interrelated nature of these practices, but also from lack of clear ways of articulating what these practices are and look like across international teacher educational contexts. This paper brings together four EU studies and an international discussant that explore possibilities to embrace and respond to these challenges and being a cross-contextual conversation about science teacher education.
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| 2. |
- Karlström, Matti, 1965-
(författare)
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Didaktisk modellering av lärarstudenters reflektiva praktik vid planering av undervisning i naturvetenskap
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this thesis is to extract didactic models that can support science teacher educators in developing pre-service science teachers' (PST) professional reflection. Developing PSTs to become reflective practitioners has been a prevailing aim in teacher education since the 1980s. There have been many descriptions of what constitutes reflective practice and how reflection occurs. At the same time, there is no support for developing PSTs' habit of reflection; many models for reflection lack empirical support and PSTs perceive them to be lacking relevance. One activity that involves reflection is lesson planning, therefore I examined twelve pre-service science student teams' planning conversations based on the overarching research question of how PSTs' reflection can be described and modelled when planning science lessons. Didactic models were created through didactic modelling, a process in which I created descriptions of PSTs' reflections and extracted components that together form models thatsupport the reflection involved in planning teaching. The results show that the moments of reflection differed from other parts of the planning conversations. During these moments the PSTs changed their perspectives on how to plan teaching, and the quality of the PSTs' reflections also differed. In addition, the PSTs' reflections were guided not only by the purposes presented in the instructions for the planning work, but they also formulated their own questions that they needed to seek answers to before they could complete the planning task. Based on these results, I created three models that emphasize: (1) the importance of openness in a task in order for it to give rise to an opportunity for reflection, (2) the different purposes that guide the pre-service teachers' planning work, and (3) the importance of responsibility, open-mindedness and whole-heartedness for achieving a more complete reflection. These models highlight different aspects of PSTs' reflection and contribute to a deeper understanding of PST reflective practice. The models can be used individually or in combination to model PSTs’ reflective practice. The results contribute with both methods for studying reflection, descriptions of PSTs' reflection, especially in planning, an area that has not previously been studied separately in relation to reflection, and models of different aspects of PSTs’ reflection, providing support for the analysis and design of teaching that aims to develop PSTs as reflective practitioners.
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| 3. |
- Karlström, Matti, 1965-, et al.
(författare)
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Modeling preservice middle school science teachers’ reflective practice
- 2023
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Ingår i: Cogent Education. - 2331-186X. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- We present an empirically based model for modeling the quality of pre-service teacher reflection. Conversations from twelve groups of a total of 47 pre-service teachers were video recorded and transcribed verbatim. First, we analyzed their conversations through practical epistemology analysis and an operationalization of Dewey’s definition of reflection to identify the moments of reflection that appeared in the pre-service teachers’ talk. Thereafter, we employed Dewey’s reflective attitudes, responsibility, open-mindedness and whole-heartedness, with the aim of understanding their roles in moments of reflection and how they relate to the quality of reflection. Our results show that the reflective attitudes played different roles and based on these roles and on particular patterns of the attitudes in our data it was possible to use them for modeling the quality of the pre-service teachers’ reflection. We suggest that presence of all of the attitudes corresponds to higher quality than absence of any of them. Moreover, identifying absence of one or more attitudes in PSTs’ reflection makes it possible to explicitly talk about what aspects of the reflection that should be improved, and why. Our results contribute with a first tentative model which may support teacher educators work with the development of pre-service teachers’ reflective practice.
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| 4. |
- Karlström, Matti, 1965-, et al.
(författare)
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Preservice Science Teachers’ Opportunities for Learning Through Reflection When Planning a Microteaching Unit
- 2019
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Ingår i: Journal of Science Teacher Education. - 1046-560X .- 1573-1847. ; 30:1, s. 44-62
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Tidskriftsartikel (refereegranskat)abstract
- Although microteaching is a common approach to engaging preservice teachers in reflection on teaching in on-campus courses, this reflection is usually carried out as a separate part. We examined how preservice middle school science teachers reflected amid planning a 20-min microteaching unit on sustainable development. Six groups of preservice teachers were video recorded and their conversations transcribed. We used practical epistemology analysis to analyze moments of reflection in these conversations. The preservice science teachers recurrently engaged in reflection in the course of their planning, which led to changes in perspective concerning important aspects of how to plan teaching that may be considered central for preservice science teachers to learn during their teacher education. Preservice teachers’ reflection was related to the openness of the task, as they had to make decisions about many different aspects of their teaching. Even aspects that are not on the table in a real-world setting, for instance having the possibility of deciding on the age of the target students, led to productive reflection and opportunities for learning. Our results contribute to increased awareness of the possibilities of microteaching for facilitating learning during planning. This may provide science teacher educators with better possibilities of supporting their preservice science teachers’ reflective practice.
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