International Journal for the Scholarship of Teaching and Learning
Volume 2, Number 2, July 2008

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Research Article

Excerpt

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 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.

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Bio

Geeta Verma
Georgia State University
Atlanta, Georgia, USA
gverma@gsu.edu

I received my doctorate degree in Curriculum and Instruction (Science education) at Kent State University and am currently working as an Assistant Professor (science education), College of Education, Georgia State University, Atlanta, USA. I have been very active in designing and teaching courses in science education to incorporate current research trends. I have consistently engaged pre-service teachers in exploring and implementing pedagogically sound ways of teaching science in diverse classroom settings. My scholarly work addresses equity issues, teacher education and the internationalization and postcolonial curriculum discourses in science education. I have presented papers at international and national conferences such as American Education Research Association (AERA) and my work has been published in prestigious journals such as Journal of Science Teacher Education (JSTE). I serve as a reviewer for various science education journals and professional meetings. Recently, I received the outstanding faculty teaching Award in the College of Education at Georgia State University.

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