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Scaffolding Ambitious Instruction: Teaching and Re-Teaching in a Methods Practicum

Scaffolding Ambitious Instruction: Teaching and Re-Teaching in a Methods Practicum

Rob Wieman
Copyright: © 2019 |Pages: 26
ISBN13: 9781522562498|ISBN10: 1522562494|EISBN13: 9781522562504
DOI: 10.4018/978-1-5225-6249-8.ch014
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MLA

Wieman, Rob. "Scaffolding Ambitious Instruction: Teaching and Re-Teaching in a Methods Practicum." Handbook of Research on Field-Based Teacher Education, edited by Thomas E. Hodges and Angela C. Baum, IGI Global, 2019, pp. 322-347. https://doi.org/10.4018/978-1-5225-6249-8.ch014

APA

Wieman, R. (2019). Scaffolding Ambitious Instruction: Teaching and Re-Teaching in a Methods Practicum. In T. Hodges & A. Baum (Eds.), Handbook of Research on Field-Based Teacher Education (pp. 322-347). IGI Global. https://doi.org/10.4018/978-1-5225-6249-8.ch014

Chicago

Wieman, Rob. "Scaffolding Ambitious Instruction: Teaching and Re-Teaching in a Methods Practicum." In Handbook of Research on Field-Based Teacher Education, edited by Thomas E. Hodges and Angela C. Baum, 322-347. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6249-8.ch014

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Abstract

Pre-service teachers (PSTs) often have to plan and teach a lesson in a practicum setting as part of their methods class. This assignment is designed to give PSTs a chance to enact ambitious instruction; however, they often encounter obstacles that prevent them from engaging students in core disciplinary practices. A structure, based on lesson study, provides opportunities for PSTs to experience and identify these obstacles, revise their plans to address them, and engage in ambitious instruction while re-teaching the revised lesson. This structure also recasts initial lessons as opportunities to learn and improve through collaborative reflection. Examples of this structure are described, including features that contribute to PST learning and lesson improvements. Obstacles to ambitious instruction as well as strategies to overcome those obstacles are identified and discussed. Parallels are drawn between ambitious mathematics teaching and ambitious teacher education.

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