Using Scholarship of Teaching and Learning (SoTL) to Inquire Into Pre-service Teachers’ Science Lesson Planning Considerations
This paper shares my experiences with the scholarship of teaching and learning (SoTL) framework in my university science methods course. Incorporating SoTL not only enabled me to inquire into my own teaching as a scholarly activity but also engaged my students in critical reflections. I used the pri...
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| Format: | Article |
| Language: | English |
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Georgia Southern University
2008-07-01
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| Series: | International Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol2/iss2/10 |
| _version_ | 1811293177927172096 |
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| author | Geeta Verma |
| author_facet | Geeta Verma |
| author_sort | Geeta Verma |
| collection | DOAJ |
| description | This paper shares my experiences with the scholarship of teaching and learning (SoTL) framework in my university science methods course. Incorporating SoTL not only enabled me to inquire into my own teaching as a scholarly activity but also engaged my students in critical reflections. I used the principles and characteristics of SoTL to design this inquiry by; a) creating a new instructional framework for lesson planning; b) facilitating students’ reflections on their experiences with the new framework; and c) documenting and presenting this inquiry as a scholarly activity. Forty-eight pre service teachers (N = 48), 43 women and 5 men participated in this inquiry. Qualitative data was collected and analyzed simultaneously over a period of three semesters to critically inform the inquiry. Data comprised of pre-service teachers’ reflective pieces, personal interviews, and lesson plans. Results indicated that pre-service teachers’ experiences with the new instructional framework was challenging and rewarding at the same time. Data also indicated that some participants identified a disconnect between lesson plan writing and teaching processes. My engagement with the SoTL indicated that the new instructional framework helped pre-service teachers to engage critically with Pedagogical Content Knowledge (PCK) and increased their comfort level in science teaching. |
| first_indexed | 2024-04-13T04:57:28Z |
| format | Article |
| id | doaj.art-d73dad41843145a29ad0db7d03c7e63d |
| institution | Directory Open Access Journal |
| issn | 1931-4744 |
| language | English |
| last_indexed | 2024-04-13T04:57:28Z |
| publishDate | 2008-07-01 |
| publisher | Georgia Southern University |
| record_format | Article |
| series | International Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-d73dad41843145a29ad0db7d03c7e63d2022-12-22T03:01:26ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442008-07-012210.20429/ijsotl.2008.020210Using Scholarship of Teaching and Learning (SoTL) to Inquire Into Pre-service Teachers’ Science Lesson Planning ConsiderationsGeeta VermaThis paper shares my experiences with the scholarship of teaching and learning (SoTL) framework in my university science methods course. Incorporating SoTL not only enabled me to inquire into my own teaching as a scholarly activity but also engaged my students in critical reflections. I used the principles and characteristics of SoTL to design this inquiry by; a) creating a new instructional framework for lesson planning; b) facilitating students’ reflections on their experiences with the new framework; and c) documenting and presenting this inquiry as a scholarly activity. Forty-eight pre service teachers (N = 48), 43 women and 5 men participated in this inquiry. Qualitative data was collected and analyzed simultaneously over a period of three semesters to critically inform the inquiry. Data comprised of pre-service teachers’ reflective pieces, personal interviews, and lesson plans. Results indicated that pre-service teachers’ experiences with the new instructional framework was challenging and rewarding at the same time. Data also indicated that some participants identified a disconnect between lesson plan writing and teaching processes. My engagement with the SoTL indicated that the new instructional framework helped pre-service teachers to engage critically with Pedagogical Content Knowledge (PCK) and increased their comfort level in science teaching.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol2/iss2/10Pre-service teacher educationScience educationScholarship of teaching and learningLesson plan writingPedagogical content knowledge |
| spellingShingle | Geeta Verma Using Scholarship of Teaching and Learning (SoTL) to Inquire Into Pre-service Teachers’ Science Lesson Planning Considerations International Journal for the Scholarship of Teaching and Learning Pre-service teacher education Science education Scholarship of teaching and learning Lesson plan writing Pedagogical content knowledge |
| title | Using Scholarship of Teaching and Learning (SoTL) to Inquire Into Pre-service Teachers’ Science Lesson Planning Considerations |
| title_full | Using Scholarship of Teaching and Learning (SoTL) to Inquire Into Pre-service Teachers’ Science Lesson Planning Considerations |
| title_fullStr | Using Scholarship of Teaching and Learning (SoTL) to Inquire Into Pre-service Teachers’ Science Lesson Planning Considerations |
| title_full_unstemmed | Using Scholarship of Teaching and Learning (SoTL) to Inquire Into Pre-service Teachers’ Science Lesson Planning Considerations |
| title_short | Using Scholarship of Teaching and Learning (SoTL) to Inquire Into Pre-service Teachers’ Science Lesson Planning Considerations |
| title_sort | using scholarship of teaching and learning sotl to inquire into pre service teachers science lesson planning considerations |
| topic | Pre-service teacher education Science education Scholarship of teaching and learning Lesson plan writing Pedagogical content knowledge |
| url | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol2/iss2/10 |
| work_keys_str_mv | AT geetaverma usingscholarshipofteachingandlearningsotltoinquireintopreserviceteacherssciencelessonplanningconsiderations |