This qualitative explanatory case study explores why mathematics and science preservice teachers implement discourse moves during instruction. The study investigates which, if any, discourse moves are implemented during practicum teaching experiences and the evidence patterns and triggers preservice provide within and across various instructional contexts. This study included 12 mathematics and science preservice teachers that were enrolled in an educational theory and practice focused undergraduate course. The course content was guided by an analytical framework that synthesized current mathematics and science teacher education research, including the Association of Mathematics Teachers’ Standards for Mathematics Teacher Preparation and Ambitious Teaching. The framework created a conceptual lens that guided all coursework and interactions. During the course, preservice teachers experience two professional learning cycles (PLC) based on the implementation strategy, discourse moves. During each interaction structure of both PLCs, preservice teachers investigated, enacted, and analyzed their teaching based on discourse moves. Data was collected during each analysis interaction structure. The data provided preservice teachers’ verbal and written reflections on why they chose to utilize discourse moves in an authentic setting. The Framework Method was used to analyze data. This systematic analysis allowed for indexing and sorting of common ideas through a case and theme-based approach. The orderly structure of the Framework Method created an iterative process of visiting and revisiting preservice teachers’ reflections through the analysis. Data analysis indicated that preservice teachers implemented discourse moves during their teaching experience. In reflection, they also accurately noticed and labeled discourse moves after viewing their teaching videos. Additionally, preservice teachers acknowledged the importance of student ideas and the verbalization of those ideas when teaching. Evidence patterns supported students engaged in discourse moves to interact with K-12 student ideas. Overall, the professional learning cycle showed how examining discourse moves through an analytical framework can contribute to the understanding of how mathematics and science preservice teachers learn to teach. Furthermore, this study’s findings suggest directions and ideas for future research into teacher education, as well as, why preservice teachers transform their teaching to encompass reform-oriented practices.
|Commitee:||Guerrero, Shannon, Horn, Patty, Persinger, Lisa L.|
|School:||Northern Arizona University|
|Department:||Teaching and Learning|
|School Location:||United States -- Arizona|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Keywords:||Ambitious teaching, Discourse moves, Professional learning cycle, Teacher preparation, Teaching reform, The Framework Method|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be