The Practical Turn in Teacher Education: Designing a Preparation Sequence for Core Practice Frames

Fred Janssen, Hanna Westbroek, Walter Doyle

Research output: Contribution to journalArticle

30 Scopus citations

Abstract

Amid calls for more practice-based teacher education, this article presents a concrete illustration of a practice-based bridging strategy for preparing high school biology teachers to enact open-inquiry labs. Open-inquiry labs were considered a core practice frame that served as a context for identifying core practices and for giving coherence to separate components of the approach to labs. A bridging model was developed in which the teaching practices, understandings, and intentions of 31 biology student teachers were elicited with respect to their current lab segments, and these were compared with the concrete segments of the core practice frame. From this analysis, a progression was developed to support prospective teachers in moving from existing conceptions of appropriate practice to a realization of the new practice frame as a better way to achieve valued goals.

Original languageEnglish (US)
Pages (from-to)195-206
Number of pages12
JournalJournal of Teacher Education
Volume65
Issue number3
DOIs
StatePublished - May 2014

Keywords

  • instructional practices
  • preservice education
  • science teacher education
  • teacher learning

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'The Practical Turn in Teacher Education: Designing a Preparation Sequence for Core Practice Frames'. Together they form a unique fingerprint.

  • Cite this