{"title":"培养中学科学职前教师处理多语种学习者想法的能力:使用 TeachLivE™ 虚拟教室的实践社区案例研究","authors":"","doi":"10.1016/j.tate.2024.104794","DOIUrl":null,"url":null,"abstract":"<div><p>In this case study, we investigated how interdisciplinary teacher educators collaborated as a Community of Practice (CoP; <em>n</em> = 3) to support secondary science PSTs (<em>n</em> = 7) learning how to work with multilingual learners’ science ideas using a tri-focal instructional approach in the simulated classroom, TeachLivE™. Data sources included audio/visual recordings of TeachLivE™ sessions and a PST reflection survey. Findings showed the PSTs need continued support to implement the tri-focal approach and received collaborative feedback from the CoP. The PSTs appreciated the authentic context interacting with multilingual learners and the coaching sessions in TeachLivE™. Implications for future research and TeachLivE™ practices are discussed.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0000,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Preparing preservice secondary science teachers to work with multilingual learners’ ideas: A case study of a community of practice using the TeachLivE™ virtual classroom\",\"authors\":\"\",\"doi\":\"10.1016/j.tate.2024.104794\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>In this case study, we investigated how interdisciplinary teacher educators collaborated as a Community of Practice (CoP; <em>n</em> = 3) to support secondary science PSTs (<em>n</em> = 7) learning how to work with multilingual learners’ science ideas using a tri-focal instructional approach in the simulated classroom, TeachLivE™. Data sources included audio/visual recordings of TeachLivE™ sessions and a PST reflection survey. Findings showed the PSTs need continued support to implement the tri-focal approach and received collaborative feedback from the CoP. The PSTs appreciated the authentic context interacting with multilingual learners and the coaching sessions in TeachLivE™. Implications for future research and TeachLivE™ practices are discussed.</p></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2024-09-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X24003275\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24003275","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Preparing preservice secondary science teachers to work with multilingual learners’ ideas: A case study of a community of practice using the TeachLivE™ virtual classroom
In this case study, we investigated how interdisciplinary teacher educators collaborated as a Community of Practice (CoP; n = 3) to support secondary science PSTs (n = 7) learning how to work with multilingual learners’ science ideas using a tri-focal instructional approach in the simulated classroom, TeachLivE™. Data sources included audio/visual recordings of TeachLivE™ sessions and a PST reflection survey. Findings showed the PSTs need continued support to implement the tri-focal approach and received collaborative feedback from the CoP. The PSTs appreciated the authentic context interacting with multilingual learners and the coaching sessions in TeachLivE™. Implications for future research and TeachLivE™ practices are discussed.
期刊介绍:
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.