ABSTRACT
To support preservice teachers’ learning to facilitate sensemaking within a practice-based approach, teacher educators have designed tools, but little research has focused on characteristics of these tools and the scaffolding they might provide. This research analyzes the teaching practices supported by tools used in two different science methods courses over a three year period. The study revealed themes in the teaching practices that were supported by the tools and the ways in which the tools might facilitate teachers to engage in the tasks of teaching. This work has implications for more purposeful analysis, development, adaptation, and use of tools for supporting beginning teachers to learn and enact the nuanced, complex ambitious teaching that supports student sensemaking in science.
