ABSTRACT This study investigated how practice-based science methods courses, at three different institutions, provided opportunities for preservice teachers (PSTs) to develop new ways of enacting and noticing ambitious teaching through analyzing rehearsal lessons. We examined 194 written rehearsal reflections for similarities and differences in the types of evidence the PSTs attended to, how they reasoned about what they noticed, and their revision ideas for improving their instruction. The findings suggest the PSTs at the three institutions (a) attended to aspects of their teacher practice and student actions as evidence to decide how to adapt their teaching; (b) used improvement to learning as a key reason to modify the instruction; and (c) focused on ways to revise how they scaffolded science practices for students and supported student sensemaking of core ideas. These findings offer insights into the unique affordances of rehearsal-based reflections in providing opportunities for PSTs to notice and analyze critical features of science teaching.

中文翻译：

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职前教师在排练期间注意到复习实例：三种大学环境的比较

摘要 本研究调查了三个不同机构的基于实践的科学方法课程如何为职前教师 (PST) 提供机会，以通过分析排练课程来制定和注意雄心勃勃的教学的新方法。我们检查了 194 份书面排练反思，以了解 PST 所关注的证据类型、他们如何推理他们注意到的内容以及他们改进教学的修订想法方面的异同。调查结果表明，三个机构的 PST (a) 关注教师实践和学生行为的各个方面，作为决定如何调整教学的证据；(b) 将学习的改进作为修改教学的关键原因；(c) 专注于修改他们如何为学生搭建科学实践的方法，并支持学生对核心思想的理解。这些发现提供了对基于排练的反思的独特可供性的见解，为 PST 提供了机会注意到和分析科学教学的关键特征。