This paper refers to observations that faculty and PSTs conduct within classroom settings in order to assess and learn about those being observed. PSTs observe peers in order to provide helpful feedback and to learn and reflect upon their own instructional practices. PSTs observe elementary students in order to gain insight into student thinking, motivation, and behaviors. Faculty observe PSTs in order to provide useful feedback and debriefing questions to help PSTs grow from their teaching experiences.
Published in Chapter:
Empowering Preservice Teachers Through Alternative STEM Teaching Experiences
Megan Burton (Auburn University, USA), L. Octavia Tripp (Auburn University, USA), Sara B. Demoiny (Auburn University, USA), Victoria M. Cardullo (Auburn University, USA), and Stacie Finley (Auburn University, USA)
Copyright: © 2020
|Pages: 18
DOI: 10.4018/978-1-5225-9232-7.ch007
Abstract
Science, technology, engineering, and mathematics education (STEM) is a focus in many schools and businesses. Therefore, it is critical teachers are prepared to implement effective STEM lessons in their classrooms, and that research explores ways to prepare teachers for this important field. This chapter describes the experience of 24 preservice teachers that planned and implemented a three-week summer elementary STEM classroom experience for approximately 150 students in Grades 3 to 5. Preservice teachers' reflections and perceptions from of this experience are captured from multiple lenses at four points of the experience using the portraiture method of inquiry. Then these portraits are analyzed for themes that provide insight into the perceptions and effectiveness of the experience.