ERIC Number: EJ796422
Record Type: Journal
Publication Date: 2005
Pages: 17
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1536-3031
EISSN: N/A
Using Web-Based "Snapshots of Practice" to Explore Science Learning and Teaching in a Course for Prospective Teachers
van Zee, Emily H.
Issues in Teacher Education, v14 n1 p63-79 Spr 2005
Prospective teachers can examine documentary websites known as "snapshots of practice" in an on-line "Gallery of Teaching and Learning" http://gallery.carnegiefoundation.org). Developed by the Carnegie Foundation for the Advancement of Teaching, the Gallery of Teaching and Learning includes a wide variety of web-based "snapshots" developed by college instructors and teacher educators as well as K-12 teachers. These multi-media websites provide enticing visions of the possible. By that the author means that prospective teachers can learn about inquiry-based instruction, for example, by exploring electronic examples with video clips of students in action, reflections by their teachers, copies of student work, relevant curriculum, and commentaries from a variety of perspectives. In this article, the author presents a case study which documents her experience using web-based "snapshots of practice" to foster learning to teach science. (Contains 1 table, 1 figure and 1 note.)
Descriptors: Preservice Teacher Education, Teacher Educators, Web Sites, Inquiry, Active Learning, Science Instruction, Case Studies, Protocol Materials, Educational Technology, Case Method (Teaching Technique), Multimedia Materials, Elementary School Science, Methods Courses, Elementary School Teachers, Middle School Teachers, Preservice Teachers, Science Teachers, Science Education, Computer Mediated Communication, Group Discussion, Computer Assisted Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Higher Education; Middle Schools; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A