English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

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

Using Scholarship of Teaching and Learning (SoTL) to Inquire Into Pre-service Teachers’ Science Lesson Planning Considerations