{"title":"Examining the Language Interactions between a Teacher Educator and Preservice Teachers during Collaborative Planning for Literacy Instruction","authors":"Andrea Gelfuso","doi":"10.1080/19388071.2020.1805058","DOIUrl":null,"url":null,"abstract":"ABSTRACT This paper reports findings from a formative design experiment during which the practical problem of how to support 31 preservice teachers as they approximated planning for ambitious literacy instruction was examined. Collaborative planning conversations between the PSTs and a teacher educator were analyzed. Discourse analysis revealed a macrostructure of anticipatory reflection that included (1) describing the literacy practices of the child (2) determining the learning goal for the child (3) planning for interaction with the child and (4) planning for lesson closure and transfer. Specific language interactions that supported anticipatory reflection are detailed and A Framework for Facilitating Collaborative Planning Conversations along with a Decision-Making Tool for Planning is offered.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"152 - 179"},"PeriodicalIF":1.1000,"publicationDate":"2020-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1805058","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Literacy Research and Instruction","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/19388071.2020.1805058","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
ABSTRACT This paper reports findings from a formative design experiment during which the practical problem of how to support 31 preservice teachers as they approximated planning for ambitious literacy instruction was examined. Collaborative planning conversations between the PSTs and a teacher educator were analyzed. Discourse analysis revealed a macrostructure of anticipatory reflection that included (1) describing the literacy practices of the child (2) determining the learning goal for the child (3) planning for interaction with the child and (4) planning for lesson closure and transfer. Specific language interactions that supported anticipatory reflection are detailed and A Framework for Facilitating Collaborative Planning Conversations along with a Decision-Making Tool for Planning is offered.
期刊介绍：
Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.
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