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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.
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This content will become publicly available on June 10, 2026
Using Markov Chains to Understand Clinical Decision-Making Process
Clinical reasoning is a critical yet complex cognitive process of diagnostic and therapeutic decision-making in medical practice that has long challenged precise understanding and assessment. Sequential analysis can be used to uncover patterns and trends in clinical practices, contributing to improved training and ultimately leading to better patient care outcomes. In this study, 21 board-certified anesthesiologists participated in a simulated-based learning scenario requiring them to promptly recognize patient’s condition and initiate appropriate treatment. They were assigned into either the low-performing or high-performing group based on their performance. We utilized Markov Chain Transition Matrix, a robust statistical model for sequential data, to analyze participants’ practices using team reflection behavioral observation system and identified statistically significant differences between their transition matrices. The high-performing group had a much higher transition probability from evaluating information to implementation and from planning to planning. The implications are then discussed.
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- Award ID(s):
- 2202451
- PAR ID:
- 10603866
- Editor(s):
- Oshima, J; Chen, B; Vogel, F; Järvelä, J
- Publisher / Repository:
- Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning - CSCL 2025. Helsinki, Finland: International Society of the Learning Sciences.
- Date Published:
- Journal Name:
- Computersupported collaborative learning
- ISSN:
- 2543-0157
- ISBN:
- 979-8-9906980-4-8
- Format(s):
- Medium: X
- Location:
- Helsinki, Finland
- Sponsoring Org:
- National Science Foundation
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