Exploring how novice teachers learn to attend to students' thinking in analyzing case studies of classroom teaching and learning

Daniel M. Levin, Jennifer Leigh Richards

Research output: Contribution to conferencePaperpeer-review

2 Scopus citations

Abstract

In this paper, we explore how candidates in a science teacher preparation cohort attend to the substance of student thinking while watching classroom videos or reviewing students' written work. Our findings suggest that the teacher candidates are able to attend to specific student ideas and reasoning from the beginning of their pre-service preparation, but their practices of attending become more sophisticated over time. We also consider participation dynamics within the cohort, as participants assume different roles and begin to regulate their discussions.

Original languageEnglish (US)
Pages41-48
Number of pages8
StatePublished - Dec 1 2010
Event9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States
Duration: Jun 29 2010Jul 2 2010

Other

Other9th International Conference of the Learning Sciences, ICLS 2010
CountryUnited States
CityChicago, IL
Period6/29/107/2/10

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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