“Nobody answered, didn't you listen to me?”: Preservice teacher-facilitated read-alouds and their strategies to navigate interactivity in preschool classrooms
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引用次数: 0
Abstract
This study explores how preservice teachers exhibit and navigate interactivity during their read-aloud sessions within preschool classrooms. We analyzed 74 video recordings from 26 PSTs, capturing these interactive read-aloud sessions across six preschools in Turkey using Beauchamp and Kennewell's (2010) interactivity framework. The findings reveal three types of interactions observed during the sessions: unnoticed and limited opportunities for interaction, opening space for interactivity through conversations, and centering interactivity for critical thinking and deeper understanding was pivotal. Therefore, this study emphasizes the urgency of improving the reading proficiency of preservice teachers and the necessity for transformative changes in teacher training programs.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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