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|Title:||Dynamics of disciplinary understandings and practices of attending to student thinking in elementary teacher education|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Coffey, J., Edwards, A., & Finkelstein, C. (2010). Dynamics of disciplinary understandings and practices of attending to student thinking in elementary teacher education. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 1040-1047). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||This paper presents case studies of three elementary teacher candidates in a one- year master's certification program, focusing on their participation in science and mathematics methods courses. Through one primary case and two contrasting cases, we examine the interplay among a teacher candidate's orientation to each discipline (math and science), orientation towards discipline-specific teaching, and emerging practices of attending to student thinking in disciplinary domains. This study is of interest because it reveals significant differences between learning to teach science and math, suggesting that practices of attending have disciplinary grounding and therefore do not necessarily transfer across disciplinary contexts. We argue that better understanding these dynamics becomes important for teacher education, particularly for elementary teachers, who are responsible for teaching across disciplines.|
|Appears in Collections:||ICLS 2010|
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