Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings

Persistent Link:
http://hdl.handle.net/10150/319899
Title:
Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings
Author:
Schaub, Elsa Nunes
Issue Date:
2014
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study explores the influence of mentor teachers in the meanings and practices that two elementary preservice teachers adopted about eliciting and using student ideas, while learning to teach science in the university science methods course and in the field placement classroom. Prior research on teacher development has shown that the high-leverage practice of eliciting and using student ideas can support preservice teachers in thinking about common problems of practice. I used four core problems of practice to examine the meanings and practices that preservice teachers adopted in eliciting and using student ideas as they planned, enacted and reflected on methods course assignments in the field placement classroom. Using sociocultural and situative perspectives on learning, I identified two factors that influenced the sense that preservice teachers constructed and the practices that they adopted about eliciting and using student ideas. These factors were mentor teacher's perspectives on learning and goals for student learning. I also examined three mechanisms by which mentor teacher's perspectives and goals influenced preservice teacher meanings and practices about eliciting and using student ideas in instruction, including mentor teacher's classroom practice, the nature and foci of mentor teacher and preservice teacher conversations and mentor teacher's use of preservice teachers' ideas in their conversations about instruction. The results suggest that preservice teachers come to make sense of and use student ideas in their instruction in ways that closely align with those of their mentors. They also indicate that preservice teachers' integration of experiences from different learning-to-teach contexts in making sense of student ideas may be related to the degree of alignment between mentor teachers' perspectives and goals and the perspectives and goals of the science methods course.
Type:
text; Electronic Dissertation
Keywords:
learning-to-teach contexts; mentoring; preservice teacher learning; student ideas; Teaching & Teacher Education; elementary science teacher preparation
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Teaching & Teacher Education
Degree Grantor:
University of Arizona
Advisor:
Gunckel, Kristin L.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleLearning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meaningsen_US
dc.creatorSchaub, Elsa Nunesen_US
dc.contributor.authorSchaub, Elsa Nunesen_US
dc.date.issued2014-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study explores the influence of mentor teachers in the meanings and practices that two elementary preservice teachers adopted about eliciting and using student ideas, while learning to teach science in the university science methods course and in the field placement classroom. Prior research on teacher development has shown that the high-leverage practice of eliciting and using student ideas can support preservice teachers in thinking about common problems of practice. I used four core problems of practice to examine the meanings and practices that preservice teachers adopted in eliciting and using student ideas as they planned, enacted and reflected on methods course assignments in the field placement classroom. Using sociocultural and situative perspectives on learning, I identified two factors that influenced the sense that preservice teachers constructed and the practices that they adopted about eliciting and using student ideas. These factors were mentor teacher's perspectives on learning and goals for student learning. I also examined three mechanisms by which mentor teacher's perspectives and goals influenced preservice teacher meanings and practices about eliciting and using student ideas in instruction, including mentor teacher's classroom practice, the nature and foci of mentor teacher and preservice teacher conversations and mentor teacher's use of preservice teachers' ideas in their conversations about instruction. The results suggest that preservice teachers come to make sense of and use student ideas in their instruction in ways that closely align with those of their mentors. They also indicate that preservice teachers' integration of experiences from different learning-to-teach contexts in making sense of student ideas may be related to the degree of alignment between mentor teachers' perspectives and goals and the perspectives and goals of the science methods course.en_US
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectlearning-to-teach contextsen_US
dc.subjectmentoringen_US
dc.subjectpreservice teacher learningen_US
dc.subjectstudent ideasen_US
dc.subjectTeaching & Teacher Educationen_US
dc.subjectelementary science teacher preparationen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching & Teacher Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGunckel, Kristin L.en_US
dc.contributor.committeememberGunckel, Kristin L.en_US
dc.contributor.committeememberJohnson, Bruce P.en_US
dc.contributor.committeememberIddings, Ana Christinaen_US
dc.contributor.committeememberGonzález, Normaen_US
dc.contributor.committeememberHarris, Christopheren_US
dc.contributor.committeememberMarx, Ronalden_US
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