Teacher Practice

Transforming Teachers’ Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices

This paper explores the transformative impact of generative artificial intelligence (GenAI) on teachers’ roles and agencies in education, presenting a comprehensive framework that addresses teachers’ perceptions, knowledge, acceptance, and practices of GenAI. As GenAI technologies, such as ChatGPT, become increasingly integrated into educational settings, both in-service and future teachers are required to adapt to evolving classroom dynamics, where AI plays a significant role in content creation, personalized learning, and student engagement.

Author/Presenter

Xiaoming Zhai

Lead Organization(s)
Year
2024
Short Description

This paper explores the transformative impact of generative artificial intelligence (GenAI) on teachers’ roles and agencies in education, presenting a comprehensive framework that addresses teachers’ perceptions, knowledge, acceptance, and practices of GenAI.

Toward a Framework of Culturally Relevant Science and Mathematics Pedagogy: A Pedagogical and Analytical Tool for Teacher Education

In this article, we present a framework of culturally relevant science and mathematics pedagogy (CRSMP), which is grounded in the tenets of culturally relevant pedagogy. It delineates practices ranging from the most accessible and easy-to-implement, to the most challenging and often contentious ways to teach mathematics and science. We provide examples of CRSMP that re-position marginalized learners in relation to science and mathematics.

Author/Presenter

Paula A. Magee

Craig Willey

Lead Organization(s)
Year
2024
Short Description

In this article, we present a framework of culturally relevant science and mathematics pedagogy (CRSMP), which is grounded in the tenets of culturally relevant pedagogy. It delineates practices ranging from the most accessible and easy-to-implement, to the most challenging and often contentious ways to teach mathematics and science.

Preservice Teachers’ Early Lesson Planning for Justice-Oriented Elementary Science

Building on the literature, we designed a practical framework to support attention to equity and justice in science teacher education coursework. This framework presents four approaches for including justice moves in elementary science lessons, from increasing opportunity and access in science, to increasing identity and representation in science, to expanding what counts as science, to seeing science as a part of justice movements.

Author/Presenter

Elizabeth A. Davis

Jessica Bautista

Lead Organization(s)
Year
2024
Short Description

Building on the literature, we designed a practical framework to support attention to equity and justice in science teacher education coursework. This framework presents four approaches for including justice moves in elementary science lessons, from increasing opportunity and access in science, to increasing identity and representation in science, to expanding what counts as science, to seeing science as a part of justice movements. We analyzed the lesson plans of 16 preservice elementary teachers who were using the practical justice framework in their very first lesson planning experience.

Exploring Teachers’ Eye-Tracking Data and Professional Noticing When Viewing a 360 Video of Elementary Mathematics

Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of the embodied nature of professional noticing. Thus, the goal of the current study is to examine how teachers’ eye-gaze in immersive representations of practice correspond to their attending to children’s mathematics.

Author/Presenter

Karl W. Kosko

Richard E. Ferdig

Chris Lenart

Jennifer Heisler

Qiang Guan

Lead Organization(s)
Year
2024
Short Description

Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of the embodied nature of professional noticing. Thus, the goal of the current study is to examine how teachers’ eye-gaze in immersive representations of practice correspond to their attending to children’s mathematics.

Developing Elementary Teachers’ Climate Change Knowledge and Self-efficacy for Teaching Climate Change Using Learning Technologies

Elementary teachers require support through professional learning activities to enhance their climate change literacy and bolster their self-efficacy for teaching climate change. This study explores methods for supporting in-service elementary teachers’ self-efficacy in climate change teaching by examining the impact of professional learning activities that incorporate learning technologies on climate change literacy.

Author/Presenter

Amal Ibourk

Lauren Wagner

Khadija Zogheib

Lead Organization(s)
Year
2024
Short Description

Elementary teachers require support through professional learning activities to enhance their climate change literacy and bolster their self-efficacy for teaching climate change. This study explores methods for supporting in-service elementary teachers’ self-efficacy in climate change teaching by examining the impact of professional learning activities that incorporate learning technologies on climate change literacy.

Ten Years of Three-Dimensional Science and Its Implementation in the Secondary Classroom: A Scoping Review

In the decade following the release of the Next-Generation Science Standards in the United States, many efforts have occurred to reform K-12 science teaching. While not all states have adopted NGSS, 48 of 50 have adopted standards that are consistent with the underlying philosophy and research base of NGSS: three-dimensional (3D) science. This scoping review explores the research activity on classroom implementation of 3D Science in secondary schools in the US.

Author/Presenter

Clara M. Smith

Heather M. Leary

Jamie L. Jensen

Rebecca L. Sansom

Lead Organization(s)
Year
2024
Short Description

In the decade following the release of the Next-Generation Science Standards in the United States, many efforts have occurred to reform K-12 science teaching. While not all states have adopted NGSS, 48 of 50 have adopted standards that are consistent with the underlying philosophy and research base of NGSS: three-dimensional (3D) science. This scoping review explores the research activity on classroom implementation of 3D Science in secondary schools in the US.

Mathematics Teacher Educators’ Navigational Expertise When Designing Multimodal Representations of Practice: A Semiotic Analysis

Critical elements of the expertise of mathematics teacher educators (MTE) can be identified in the artifacts they design for working with prospective teachers (PT), specifically for engaging PT in the double role of practitioners and students of practice. While MTE are increasingly utilizing designed multimodal representations of practice (such as storyboards), theoretical frameworks and methods for analyzing these pedagogical artifacts and the meanings they support are still in early development.

Author/Presenter

Gil Schwarts

Patricio Herbst

Daniel Chazan

Orly Buchbinder

Lawrence M. Clark

Rob Wieman

William Zahner

Year
2025
Short Description

Critical elements of the expertise of mathematics teacher educators (MTE) can be identified in the artifacts they design for working with prospective teachers (PT), specifically for engaging PT in the double role of practitioners and students of practice. While MTE are increasingly utilizing designed multimodal representations of practice (such as storyboards), theoretical frameworks and methods for analyzing these pedagogical artifacts and the meanings they support are still in early development. We utilize a semiotic framework, expanding systemic functional linguistics to encompass non-linguistic elements, to identify aspects of what we call navigational expertise—which supports PTs in engaging both as practitioners and students of the practice.

The Design and Implementation of a Bayesian Data Analysis Lesson for Pre-Service Mathematics and Science Teachers

With the rise of the popularity of Bayesian methods and accessible computer software, teaching and learning about Bayesian methods are expanding. However, most educational opportunities are geared toward statistics and data science students and are less available in the broader STEM fields. In addition, there are fewer opportunities at the K-12 level. With the indirect aim of introducing Bayesian methods at the K-12 level, we have developed a Bayesian data analysis activity and implemented it with 35 mathematics and science pre-service teachers.

Author/Presenter

Mine Dogucu

Sibel Kazak

Joshua M. Rosenberg

Lead Organization(s)
Year
2024
Short Description

With the rise of the popularity of Bayesian methods and accessible computer software, teaching and learning about Bayesian methods are expanding. However, most educational opportunities are geared toward statistics and data science students and are less available in the broader STEM fields. In addition, there are fewer opportunities at the K-12 level. With the indirect aim of introducing Bayesian methods at the K-12 level, we have developed a Bayesian data analysis activity and implemented it with 35 mathematics and science pre-service teachers. In this article, we describe the activity, the web app supporting the activity, and pre-service teachers’ perceptions of the activity.

Teacher Educators’ Use of Formative Feedback During Preservice Teachers’ Simulated Teaching Experiences in Mathematics and Science

The purpose of this research study was to identify how teacher educators (TEs) attend to and use formative feedback as they work to support preservice teachers’ (PSTs’) learning. The formative feedback was provided to the TEs as part of recurring instructional cycles within their elementary mathematics or science methods course. In these instructional cycles, their PSTs prepared for, engaged in, and reflected on their ability to facilitate argumentation-focused discussions in a simulated classroom.

Author/Presenter

Jamie N. Mikeska

Heather Howell

Devon Kinsey

Lead Organization(s)
Year
2024
Short Description

The purpose of this research study was to identify how teacher educators (TEs) attend to and use formative feedback as they work to support preservice teachers’ (PSTs’) learning. The formative feedback was provided to the TEs as part of recurring instructional cycles within their elementary mathematics or science methods course. In these instructional cycles, their PSTs prepared for, engaged in, and reflected on their ability to facilitate argumentation-focused discussions in a simulated classroom. After each cycle, the TEs received formative information about their PSTs’ discussion performance in the form of a feedback report and a scoring report.

Visualizing a Vision for High-Quality, Equitable Math Instruction

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement.

Author/Presenter

Katherine Baker

Catherine S. Schwartz

Ashley N. Whitehead

Olufunke Adefope

Lead Organization(s)
Year
2025
Short Description

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementation with educators, and sample drawings, detailing how personal drawings were made visible across participants and the conversations resulting from viewing and reflecting on one another’s drawings.