Pre-service Physics Teachers’ Productive Beginnings in Learner-responsive Teaching

Teachers rank highest among influential factors for successfully supporting K-12 students' achievement of 21st century and quality learning experiences in classrooms. K-12 Teachers' development of proficiency in learner-responsive teaching is critical for supporting such students' experiences. In this research, we explored two pre-service physics teachers’ productive beginnings developing proficiency in learner-responsive teaching. Their initial efforts consisted in developing and enacting learner-centered lesson plans as part of the requirements for successfully completing a science teaching methods course and student teaching experience. We gathered data in the forms of the pre-service secondary science teachers’ lesson plans, their student teaching reflections, and an instructor or science teaching support specialist’s observation feedback.