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How Does Practice-Based Teacher Preparation Influence Novices’ First-Year Instruction?


by Hosun Kang & Mark Windschitl - 2018


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Cite This Article as: Teachers College Record Volume 120 Number 8, 2018, p. 1-44
https://www.tcrecord.org ID Number: 22279, Date Accessed: 12/7/2019 9:46:28 PM
 
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About the Author
  • Hosun Kang
    University of California, Irvine
    E-mail Author
    HOSUN KANG is an assistant professor in the School of Education at the University of California, Irvine. Her work is centrally concerned with working with teachers in public school settings to promote powerful science learning among students from multi-racial and multi-linguistic backgrounds and low-income families. Her research interests deal with non-white students’ science identity development, effective instructional practices that facilitate powerful science learning in diverse classrooms, and designing and improving a system that promotes early career science teacher learning. She is the recipient of the 2011 AERA division-K outstanding dissertation award and the co-author of several journal articles, including “Designing, Launching, and Implementing High Quality Learning Opportunities for Students That Advance Scientific Thinking” (published in the Journal of Research in Science Teaching) and “Pre-Service Teachers Learning to Plan Intellectually Challenging Tasks” (published in the Journal of Teacher Education), in which the authors unpack the dynamic, responsive, and contentious nature of planning shaped by social and professional interactions in contexts.
  • Mark Windschitl
    University of Washington
    E-mail Author
    MARK WINDSCHITL is a professor of Science Teaching and Learning at the University of Washington. His research interests deal with the early career development of science teachers—in particular their trajectories toward ambitious and equitable pedagogy. He is the recipient of the 2002 AERA Presidential Award for Best Review of Research, a member of the National Research Council Committee on Strengthening and Sustaining Teachers, and the co-author of the chapter on Science Teaching in the new AERA Handbook of Research on Teaching. The chapter in the AERA Handbook of Research on Teaching synthesized scholarship relating to rigorous and equitable teaching in science classrooms. The conclusion was that children are far more capable of disciplinary reasoning and practice than current forms of instruction can support. Studies also suggest that some of the most fundamental and common aspects of teaching have to be reconsidered for more ambitious and effective teaching to take root.
 
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