Tuesday, April 12
11:30-11:50 AM
PDT
Seaglass

Analysis of pre-service teachers' reflections on equity-oriented simulations in an elementary science methods course

Brief Paper (Live Virtual) ID: 61163
  1. aaa
    Zoubeida Dagher
    University of Delaware

Abstract: This study examines pre-service teachers' (PSTs) reflections in the context of an elementary science methods course. PST’s completed two different but complementary equity-related scenarios requiring teacher intervention. The first scenario pertains to issues that arise during group work while the second focuses on two minority students who are disengaged during science class. The PSTs completed the scenarios using the Teacher Moments open access digital platform and submitted responses to reflection questions on the course's Learning Management System. Content analysis of two reflection questions for 26 PSTs was conducted to 1) delineate common themes related to the participants’ perception of struggle when they engaged in the scenarios, and 2) determine how participants compared their experiences across the two scenarios. The findings indicate that the PSTs differed in their perceptions of struggle with both scenarios. PSTs reference to their background and experiences suggest that program-area concentration, life experiences, and ability to integrate information gained from different courses may have influenced the perceived degree of struggle they reported with these simulations

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