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Examining Pre-Service Science Teachers' Developing Pedagogical Design Capacity for Planning and Supporting Task-Based Classroom Discussions

Ross, Danielle/K (2014) Examining Pre-Service Science Teachers' Developing Pedagogical Design Capacity for Planning and Supporting Task-Based Classroom Discussions. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Teachers face many challenges as we move forward into the age of the Next Generation Science Standards (NGSS) (Achieve, Inc., 2013). The NGSS aim to develop a population of scientifically literate and talented students who can participate in the “innovation-driven economy” (p. 1). In order to meet these goals, teachers must provide students with opportunities to engage in science and engineering practices (SEPs) and learn core ideas of these disciplines.
This study followed pre-service secondary science teachers as they participated in a secondary science teacher preparation program intended to support the development of their pedagogical design capacity (Brown, 2009) related to planning and supporting whole-class task-based discussions. Teacher educators in this program designed an intervention that aimed in supporting this development. This study examined a particular dimension of PDC – specifically, PSTs effective use of resources to plan science lessons in which students engage in a high demand task, participate in SEPs, and discuss their work in a whole-class setting. In order to examine the effectiveness of the intervention, I had to define PDC a priori. I measured PDC by documenting how/whether PSTs engaged in the following instructional planning practices: developing Learning Goals, selecting and/or designing challenging tasks, anticipating student thinking, planning for monitoring student thinking, imagining the discussion storyline, planning questions, and planning marking strategies.
Analyses showed a significant difference between baseline lesson plan scores and Instructional Performance scores. These findings suggest these patterns and changes were directly linked to the teacher preparation program. The mean increase in Instructional Performance scores during the course of the teacher preparation year further supports the effect of the teacher preparation coursework.
Pre-service teachers with high pedagogical design capacity continually integrated the ambitious planning practices they learned in their coursework. In contrast, pre-service teachers with low pedagogical design capacity appeared to appropriate the vocabulary and language they learned in coursework, but did not integrate these practices at a high level. This study suggests that pre-service teachers who receive intensive instruction on ambitious planning practices for task-based discussion effectively develop the pedagogical design capacity to plan for task-based discussion lessons.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Ross, Danielle/
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairCartier, Jennifer/Ljcartier@pitt.eduJCARTIER
Committee MemberSmith, Margaret/Spegs@pitt.eduPEGS
Committee MemberStein , Mary Kaymkstein@pitt.eduMKSTEIN
Committee MemberPellathy, Stephen L.SPELLATHY@GMAIL.COM
Date: 30 September 2014
Date Type: Publication
Defense Date: 11 July 2014
Approval Date: 30 September 2014
Submission Date: 3 August 2014
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 383
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Five Practices, Task-Based Discussions, Teacher Education, Science Discussions
Date Deposited: 30 Sep 2014 15:10
Last Modified: 15 Nov 2016 14:22


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