Using Scholarship of Teaching and Learning (SoTL) to Inquire into Pre-Service Teachers' Science Lesson Planning Considerations

Autor/in	Verma, Geeta
Titel	Using Scholarship of Teaching and Learning (SoTL) to Inquire into Pre-Service Teachers' Science Lesson Planning Considerations
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 2 (2008) 2, Artikel 10 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Scholarship; Instruction; Learning; Lesson Plans; Preservice Teachers; Models; Qualitative Research; Pedagogical Content Knowledge; Preservice Teacher Education; Scientific Methodology; Teacher Education Programs; Elementary School Science; Undergraduate Students; Inquiry; Content Analysis; Semi Structured Interviews; Questioning Techniques; Science Teachers; Science Instruction; Elementary Education + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Lernen; Lesson planning; Unterrichtsplanung; Analogiemodell; Qualitative Forschung; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Inhaltsanalyse; Befragungstechnik; Fragetechnik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementarunterricht
Abstract	This paper shares my experiences with the scholarship of teaching and learning (SoTL) framework in my university science methods course. Incorporating SoTL not only enabled me to inquire into my own teaching as a scholarly activity but also engaged my students in critical reflections. I used the principles and characteristics of SoTL to design this inquiry by; (a) creating a new instructional framework for lesson planning; (b) facilitating students' reflections on their experiences with the new framework; and (c) documenting and presenting this inquiry as a scholarly activity. Forty-eight pre-service teachers (N = 48), 43 women and 5 men participated in this inquiry. Qualitative data was collected and analyzed simultaneously over a period of three semesters to critically inform the inquiry. Data comprised of pre-service teachers' reflective pieces, personal interviews, and lesson plans. Results indicated that pre-service teachers' experiences with the new instructional framework was challenging and rewarding at the same time. Data also indicated that some participants identified a disconnect between lesson plan writing and teaching processes. My engagement with the SoTL indicated that the new instructional framework helped pre-service teachers to engage critically with Pedagogical Content Knowledge (PCK) and increased their comfort level in science teaching. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01