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A Study of the Tools, Rules and Mediating Interactions Created with and by Teacher Candidates for Learning about Analyzing Student Learning
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | A Study of the Tools, Rules and Mediating Interactions Created with and by Teacher Candidates for Learning about Analyzing Student Learning. |
| 개인저자 | Sabouri, Pooneh. |
| 단체저자명 | New York University. Teaching and Learning. |
| 발행사항 | [S.l.]: New York University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 212 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-05A. Dissertation Abstract International |
| ISBN | 9781687963475 |
| 학위논문주기 | Thesis (Ph.D.)--New York University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Advisor: Kirch, Susan A. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | A significant aspect of teacher practice is facilitating student learning, and teacher candidates (TCs) need guidance and learning opportunities to identify and mediate student learning. This dissertation is comprised of three studies that focus on different aspects of TCs growth as they learned to analyze student learning in a science pedagogy course. Data for this study consists of written analyses and class discussions collected from three cohorts of TCs who attended the course over three different semesters. The first study uses the concept of the inscription from Actor-Network theory and content analysis to characterize a cultural tool called Talking Science Approach (TSA). TCs analyses of student learning collected from two cohorts of TCs are compared using content analysis to investigate how the use of the TSA tool mediated TCs analysis. The results show that the cohort who used the TSA tool focused on students' discourse as evidence of learning. In contrast, the cohort who did not use the TSA tool mainly chose students' correct answers as evidence of learning. The second study examines TC discourse during collective reflections on their practice as they discussed their analysis of students learning. Using Anna Sfard's (2006) commognitive theory, the process of TC learning is characterized as a change in the narratives TCs use to define learning. Two forms of change were discussed: the object-level and meta-level change in TCs narratives about student learning. Inspired by Gal'perin's systemic approach for designing curriculum, the third study investigates how this approach was used in a science pedagogy course. By reviewing TCs collective and individual reflections, this study shows how TCs used two theoretical concepts, Zone of Proximal Development and learning objective, to analyze and mediate student learning in their practice. Implications for teacher education includes: a) facilitating TCs understanding of the Theory|practice |
| 일반주제명 | Science education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
