RPL in Teacher Education
A Science Teacher Education Example from the USA
DOI:
https://doi.org/10.54337/ecrpl25-10927Keywords:
Science teacher education, 5E model, Learning cycle, Secondary science education, Science instructional practicesAbstract
For effective preparation to teach science, practice-based learning experiences are of paramount importance. However, practice alone is not sufficient for developing effective teaching attributes. Reflection on the practice is equally important to develop the desired attributes. Effective teaching requires far more than learning a few specific skills or techniques. A reflective mindset involving evaluation of the practice is essential for understanding and improving on various elements of effective teaching. Thus, learning experiences in teacher education must “marry” practice to reflection in order to produce competent teachers. In the context of science teaching, the fundamental question becomes, what are the key elements of effective science teaching and how can they best be taught to pre-service teachers (PSTs)? The author has attemped to address these questions by “marrying” practice and reflection in secondary science teacher preparation across three universities over 26 years in the USA. This ”marrying” was done at three levels: Specific assignment-based, full course-based, and an entire program-based reflection on practice. This paper focuses only on the results of a course-based reflection on practice in one science teacher education program. The research question being explored and addressed is: To what extent do the reflective, practice-based course level experiences lead to a shift in PSTs’ mindset regarding key elements of effective science instruction?
Qualitative analysis of PSTs’ responses to an open-ended question, given as a pre- and post-course assessment, was conducted. The results indicate that the 5E Model of the Learning Cycle Approach to science instruction enabled pre-service teachers to shift their mindset regarding key elements of effective science instruction.
References
American Association for the Advancement of Science. (1990). Science for all Americans. Oxford University Press.
American Association for the Advancement of Science. (1993). Benchmarks for scientific literacy. Oxford University Press.
Belvis, E., Pineda, P., Armengol, C., Moreno, V. (2013). Evaluation of reflective practice in teacher education. European Journal of Teacher Education, 36(3), 279 – 292.
Bradbury, L. (2017). Reflecting on a 5E lesson with preservice elementary teachers: Providing an opportunity for productive conversations about science teaching. Innovations in Science Teacher Education, 2(2). Re-trieved from https://innovations.theaste.org/reflecting-on-a-5e-lesson-with-preservice-elementary-teachers-providing-an-opportunity-for-productive-conversations-about-science-teaching/
Bybee, R.W., Taylor, J.A., Gardner, A., Scotter, P.V., Powell, J.C., Westbrook, A., Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Biological Sciences Curriculum Study.
Dass, P.M. (2015). Teaching STEM effectively with the Learning Cycle Approach. K-12 STEM Education, 1(1), 5 – 12. DOI: https://doi.org/10.14456/K12STEMED.2015.17
Hick, S.R. (2017). You learning cycled us! Teaching the learning cycle through the learning cycle. Innovations in Science Teacher Education, 2(2). Retrieved from https://innovations.theaste.org/you-learning-cycled-us-teaching-the-learning-cycle-through-the-learning-cycle/
Jensen, C.G., Georgsen, M., & Dau, S. (2023). A systematic review of concepts related to reflective practice-based learning with a focus on theoretical positions. In Georgsen, M., Dau, S., & Horn, L.H. (Eds), Proceedings for the European Conference on Reflective Practice-based Learning, pp. 31 – 51. Aalborg University Press.
Lisle, A. (2006). Maintaining interaction at the zone of proximal development through reflexive practice and action research. Teacher Development, 10(1), 117 – 143.
National Research Council. (1996). National science education standards. National Academy Press.
National Research Council. (2012). A framework for K-12 science education. National Academy Press.
Parsons, M. & Stephenson, M. (2005). Developing reflective practice in student teachers: Collaboration and critical partnerships. Teachers and Teaching, 11(1), 95 – 116.
