Supporting children to construct evidence-based claims in science: Individual learning trajectories in a practice-based program

Abstract

New reforms envision ambitious teaching, requiring knowledge and abilities beginning teachers may not have. To support learning to teach, a practice-based approach has been suggested. This study examines four preservice teachers' learning pathways for one science teaching practice, supporting students to construct evidence-based claims, during a two-year practice-based teacher education program. Analyses uncovered variation and similarities across and within the teachers’ pathways. For example, one teacher provided inconsistent support for elementary students to analyze data, whereas another developed sophisticated support. The findings suggest that elements of the program, such as coherence, facilitated the learning, having implications for teacher educators.