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Title: Learning to Plan During the Clinical Experience: How Visions of Teaching Influence Novices’ Opportunities to Practice
In this study, we document pre-service teachers’ (PSTs) opportunities to learn about planning for equitable and ambitious instruction during clinical placements. We also test whether these opportunities vary by the level of participants’ perceived congruence between the vision of science teaching supported in their university coursework and the instructional practices and learning culture of their host classrooms. We analyzed interview and survey responses of 65 science PSTs from three preparation programs which required their novices to learn about planning and teaching that was consistent with research-based reforms. In placements where novices could participate in planning practices that were perceived as congruent with these reform-based visions, they were more likely than peers in low-congruence classrooms to engage in educative co-planning with a mentor, to take up responsibilities for planning lessons earlier in the school year and for longer periods of time, and to receive useful feedback from mentors.  more » « less
Award ID(s):
1852960
PAR ID:
10547387
Author(s) / Creator(s):
 ;  ;  
Publisher / Repository:
SAGE Publications
Date Published:
Journal Name:
Journal of Teacher Education
Volume:
72
Issue:
4
ISSN:
0022-4871
Format(s):
Medium: X Size: p. 405-418
Size(s):
p. 405-418
Sponsoring Org:
National Science Foundation
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