ABSTRACT

This study uses the Cultural-Historical Activity Theory (CHAT), to investigate the dialogic interaction between preservice science teachers (PSSTs) and mentor teachers (MTs). We focus on the cultural and historical nature of feedback by MTs while PSSTs are learning to teach climate change. The primary data was video recordings of feedback sessions. The written feedback from MTs, PSSTs’ lesson plans, and reflections were used as auxillary data. We used grounded theory and discourse analysis to analyse the data to answer the question, ‘What is the cultural-historical nature of MTs feedback to PSSTs on their climate change lessons?’ By highlighting components such as division of labour within classrooms, CHAT provided a lens to make sociocultural and historical aspects of teaching activity more visible to inform research on teacher education. We then conducted a frequency analysis to identify what aspects of CHAT were most and least attended by MTs. We noticed that MTs mostly highlighted educational and scientific norms that influence the sociocultural rules of science classrooms. The framework also helped us to identify other sociocultural components of teaching that were lacking such as the community of school. We suggest that CHAT can provide a guideline for MTs effective feedback to PSSTs.

摘要

本研究使用文化历史活动理论 (CHAT) 来调查职前科学教师 (PSST) 和导师教师 (MT) 之间的对话互动。我们关注 MT 反馈的文化和历史性质，而 PSST 正在学习教授气候变化。主要数据是反馈会议的视频记录。来自 MT 的书面反馈、PSST 的课程计划和反思被用作辅助数据。我们使用扎根理论和话语分析来分析数据来回答这个问题，“MTs 向 PSSTs 反馈气候变化课程的文化历史性质是什么？” 通过突出课堂内的分工等组成部分，CHAT 提供了一个视角，使教学活动的社会文化和历史方面更加可见，从而为教师教育研究提供信息。然后，我们进行了频率分析，以确定 MT 最常参与和最少参与的 CHAT 方面。我们注意到，MT 主要强调影响科学课堂社会文化规则的教育和科学规范。该框架还帮助我们确定了教学中缺乏的其他社会文化要素，例如学校社区。我们建议 CHAT 可以为 MT 对 PSST 的有效反馈提供指导。