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ERIC Number: EJ1146339
Record Type: Journal
Publication Date: 2008-Jul
Pages: 25
Abstractor: As Provided
ISSN: EISSN-1931-4744
Using Scholarship of Teaching and Learning (SoTL) to Inquire into Pre-Service Teachers' Science Lesson Planning Considerations
Verma, Geeta
International Journal for the Scholarship of Teaching and Learning, v2 n2 Article 10 Jul 2008
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.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A