Pub Date : 2023-02-08DOI: 10.1177/00224871231153088
L. Caronia
This article investigates the interactional constitution of a phenomenon recurrently reported by teachers who complain about a loss of authority, a systematic delegitimization of their role. Adopting a conversation analysis informed approach to a single-case study from a corpus of parent–teacher conferences, we illustrate how challenging the teachers’ expertise is accomplished by participants as an outcome of some identifiable communicative practices. Particularly, we analyze the practices of “quoting” and “referring to the expert” as interactional resources differently exploited by participants: While parents challenge the teachers’ epistemic authority and lay the foundation for claiming the right to decide what do to with their son in the classroom, teachers contribute to this epistemic positioning and cede their expert knowledge-based deontic rights, that is, the right to decide the best practices to adopt in the classroom. In the discussion, we advance that the participants’ interactive competence in navigating the complex epistemic landscape of the encounter profoundly impacts on the local definition of reciprocal epistemic and deontic rights and responsibilities. Indications for teachers’ education are provided in the conclusion.
{"title":"Epistemic and Deontic Authority in Parent–Teacher Conference: Referring to the Expert as a Discursive Practice to (Jointly) Undermine the Teacher’s Expertise","authors":"L. Caronia","doi":"10.1177/00224871231153088","DOIUrl":"https://doi.org/10.1177/00224871231153088","url":null,"abstract":"This article investigates the interactional constitution of a phenomenon recurrently reported by teachers who complain about a loss of authority, a systematic delegitimization of their role. Adopting a conversation analysis informed approach to a single-case study from a corpus of parent–teacher conferences, we illustrate how challenging the teachers’ expertise is accomplished by participants as an outcome of some identifiable communicative practices. Particularly, we analyze the practices of “quoting” and “referring to the expert” as interactional resources differently exploited by participants: While parents challenge the teachers’ epistemic authority and lay the foundation for claiming the right to decide what do to with their son in the classroom, teachers contribute to this epistemic positioning and cede their expert knowledge-based deontic rights, that is, the right to decide the best practices to adopt in the classroom. In the discussion, we advance that the participants’ interactive competence in navigating the complex epistemic landscape of the encounter profoundly impacts on the local definition of reciprocal epistemic and deontic rights and responsibilities. Indications for teachers’ education are provided in the conclusion.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46746726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1177/00224871231153084
Badriah Basma, R. Savage
This systematic review investigates the effect of teacher professional development (TPD) on adolescent students’ reading achievement in middle and high school. A systematic search of TPD and student reading achievement studies (1975–2020) identified 15 medium-quality articles meeting this study’s inclusion criteria. A meta-analysis of 14 of these studies corrected by Hedges’ g showed that TPD on student reading was associated with a small overall effect of g = 0.062, p < .05 on student reading outcomes. However, the effect size was moderated by delivery of the TPD, TPD hours, student population, and assessment. None of the 14 studies reported TPD theory-driven quality indicators for TPD delivery (e.g., school support, use of technology, and promotion of self-reflection or reported measures of teacher change). Conclusion of findings in literacy TPD includes the need for TPD theory-driven studies.
{"title":"Teacher Professional Development and Student Reading in Middle and High School: A Systematic Review and Meta-Analysis","authors":"Badriah Basma, R. Savage","doi":"10.1177/00224871231153084","DOIUrl":"https://doi.org/10.1177/00224871231153084","url":null,"abstract":"This systematic review investigates the effect of teacher professional development (TPD) on adolescent students’ reading achievement in middle and high school. A systematic search of TPD and student reading achievement studies (1975–2020) identified 15 medium-quality articles meeting this study’s inclusion criteria. A meta-analysis of 14 of these studies corrected by Hedges’ g showed that TPD on student reading was associated with a small overall effect of g = 0.062, p < .05 on student reading outcomes. However, the effect size was moderated by delivery of the TPD, TPD hours, student population, and assessment. None of the 14 studies reported TPD theory-driven quality indicators for TPD delivery (e.g., school support, use of technology, and promotion of self-reflection or reported measures of teacher change). Conclusion of findings in literacy TPD includes the need for TPD theory-driven studies.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"214 - 228"},"PeriodicalIF":3.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42529621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.1177/00224871221142842
Jamie N. Mikeska, Heather Howell, Devon Kinsey
Recently scholars have advocated for using teachers’ practice as a site for teacher learning. The recent proliferation of online, digital spaces, including simulated classrooms, has paved the way for novel approaches within practice-based teacher education. Yet, limited research has investigated the extent to which and how the use of online, simulated teaching experiences promote teacher learning of core teaching practices. The purpose of this study was to examine whether and how integrating simulated teaching experiences into teacher education coursework impacts preservice teacher (PST) learning. Findings showed that the use of simulated teaching experiences within elementary teacher education methods courses resulted in evidence of statistically significant growth in PSTs’ ability to engage in one core teaching practice: facilitating argumentation-focused discussions.
{"title":"Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?","authors":"Jamie N. Mikeska, Heather Howell, Devon Kinsey","doi":"10.1177/00224871221142842","DOIUrl":"https://doi.org/10.1177/00224871221142842","url":null,"abstract":"Recently scholars have advocated for using teachers’ practice as a site for teacher learning. The recent proliferation of online, digital spaces, including simulated classrooms, has paved the way for novel approaches within practice-based teacher education. Yet, limited research has investigated the extent to which and how the use of online, simulated teaching experiences promote teacher learning of core teaching practices. The purpose of this study was to examine whether and how integrating simulated teaching experiences into teacher education coursework impacts preservice teacher (PST) learning. Findings showed that the use of simulated teaching experiences within elementary teacher education methods courses resulted in evidence of statistically significant growth in PSTs’ ability to engage in one core teaching practice: facilitating argumentation-focused discussions.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"422 - 436"},"PeriodicalIF":3.9,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65203869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.1177/00224871221142845
Catherine J. Michener, Sora Suh
This article contributes to a growing conversation of teachers’ advocacy for marginalized students. We follow a cohort of teachers’ advocacy from their English as a second language certification courses into their work in one linguistically diverse school district. Dialogic discourse analyses of 3 years of discussions show the types of advocacy in which the teachers engaged, and identify five foundational discourse moves teachers employed to develop ideas and manage the relational complexity of advocacy. Findings provide evidence of the important role of intertextuality: voices across time and texts facilitated the teachers’ advocacy efforts. We offer a revised definition of language teacher advocacy to emphasize its discursive nature, arguing that an examination of the dialogic processes of advocacy work can help better delineate how it develops iteratively, contextually, and not always successfully. We implicate teacher education as an important catalyst for the preparation of teachers’ advocacy for under-served and historically marginalized English-learning students.
{"title":"The Development of Collaborative Advocacy: Dialogic Engagements Over Time and Texts","authors":"Catherine J. Michener, Sora Suh","doi":"10.1177/00224871221142845","DOIUrl":"https://doi.org/10.1177/00224871221142845","url":null,"abstract":"This article contributes to a growing conversation of teachers’ advocacy for marginalized students. We follow a cohort of teachers’ advocacy from their English as a second language certification courses into their work in one linguistically diverse school district. Dialogic discourse analyses of 3 years of discussions show the types of advocacy in which the teachers engaged, and identify five foundational discourse moves teachers employed to develop ideas and manage the relational complexity of advocacy. Findings provide evidence of the important role of intertextuality: voices across time and texts facilitated the teachers’ advocacy efforts. We offer a revised definition of language teacher advocacy to emphasize its discursive nature, arguing that an examination of the dialogic processes of advocacy work can help better delineate how it develops iteratively, contextually, and not always successfully. We implicate teacher education as an important catalyst for the preparation of teachers’ advocacy for under-served and historically marginalized English-learning students.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"398 - 412"},"PeriodicalIF":3.9,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45794752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-24DOI: 10.1177/00224871221143124
Nicholas Kochmanski, P. Cobb
A major affordance of one-on-one mathematics coaching is its potential to provide individualized, contextualized support for mathematics teachers’ learning. Coaches can adjust their work to individual teachers by focusing on instructional improvement goals that take account of teachers’ current knowledge, practice, and classroom contexts. It is, however, essential that coaches and teachers work to attain productive instructional improvement goals that are both feasible for teachers to attain and likely to result in immediate improvements in students’ learning, if attained. In this article, we describe how coaches can identify productive goals for individual teachers and then, on that basis, negotiate goals successfully with teachers, thereby supporting teachers in seeing productive goals as worthwhile. By describing these two processes, we further clarify the forms of coaching-specific expertise central to effective one-on-one mathematics coaching.
{"title":"Identifying and Negotiating Productive Instructional Improvement Goals in One-on-One Mathematics Coaching","authors":"Nicholas Kochmanski, P. Cobb","doi":"10.1177/00224871221143124","DOIUrl":"https://doi.org/10.1177/00224871221143124","url":null,"abstract":"A major affordance of one-on-one mathematics coaching is its potential to provide individualized, contextualized support for mathematics teachers’ learning. Coaches can adjust their work to individual teachers by focusing on instructional improvement goals that take account of teachers’ current knowledge, practice, and classroom contexts. It is, however, essential that coaches and teachers work to attain productive instructional improvement goals that are both feasible for teachers to attain and likely to result in immediate improvements in students’ learning, if attained. In this article, we describe how coaches can identify productive goals for individual teachers and then, on that basis, negotiate goals successfully with teachers, thereby supporting teachers in seeing productive goals as worthwhile. By describing these two processes, we further clarify the forms of coaching-specific expertise central to effective one-on-one mathematics coaching.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"437 - 450"},"PeriodicalIF":3.9,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44966664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.1177/00224871221142843
S. Kavanagh, S. Feiman-Nemser, Karen Hammerness, Kavita Kapadia Matsko, J. Wallace
Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K–12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 mentors think about mentoring practices that occur outside versus inside of instructional time. An analysis of mentor interviews found that mentors prefer to interact with novices outside of instructional time because they fear undercutting novices’ authority and autonomy when interacting with them during instruction. However, findings also suggest that hybrid practices (those that straddle the outside/inside boundary) are valued by mentors although they are rarely enacted. This finding has implications for programs interested in supporting mentors to diversify the practices they employ to support novice teachers.
{"title":"Stepping in or Stepping On: Mentor Teachers’ Preferences for Mentoring Inside and Outside of Interactive Teaching","authors":"S. Kavanagh, S. Feiman-Nemser, Karen Hammerness, Kavita Kapadia Matsko, J. Wallace","doi":"10.1177/00224871221142843","DOIUrl":"https://doi.org/10.1177/00224871221142843","url":null,"abstract":"Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K–12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 mentors think about mentoring practices that occur outside versus inside of instructional time. An analysis of mentor interviews found that mentors prefer to interact with novices outside of instructional time because they fear undercutting novices’ authority and autonomy when interacting with them during instruction. However, findings also suggest that hybrid practices (those that straddle the outside/inside boundary) are valued by mentors although they are rarely enacted. This finding has implications for programs interested in supporting mentors to diversify the practices they employ to support novice teachers.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"274 - 287"},"PeriodicalIF":3.9,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41818568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.1177/00224871221137622
Valerie Hill-Jackson, C. Craig
In the May 2006 issue of the Journal of Teacher Education, Linda Darling-Hammond tenders an illuminating appraisal of three intersecting categories of knowledge that teachers need in the 21st century: knowledge of learners, knowledge of subject matter, and knowledge of teaching. By no means does this editorial attempt to punch holes into the evidence or rationality of her proposed arguments. We avoid such futility here as the three-grouping framework of teacher knowledge, which was conceived by Shulman (1981, 1986), expounded upon by the National Commission on Teaching and America’s Future (2003), and problematized by Darling-Hammond (2006), unveils an operational clarity for those who appreciate the realms or the “what” of teacher knowledge specifically, and the implications for teacher education more broadly. In advancing this conversation, we extend Darling-Hammond’s discourse on the three areas of teacher knowledge to gain a renewed perspective—considering the burgeoning theories, practices, and research taking place in the field. Darling-Hammond captures the potential of teacher knowledge when she proposes that
{"title":"(Re)Constructing Teacher Knowledge: Old Quests for New Reform","authors":"Valerie Hill-Jackson, C. Craig","doi":"10.1177/00224871221137622","DOIUrl":"https://doi.org/10.1177/00224871221137622","url":null,"abstract":"In the May 2006 issue of the Journal of Teacher Education, Linda Darling-Hammond tenders an illuminating appraisal of three intersecting categories of knowledge that teachers need in the 21st century: knowledge of learners, knowledge of subject matter, and knowledge of teaching. By no means does this editorial attempt to punch holes into the evidence or rationality of her proposed arguments. We avoid such futility here as the three-grouping framework of teacher knowledge, which was conceived by Shulman (1981, 1986), expounded upon by the National Commission on Teaching and America’s Future (2003), and problematized by Darling-Hammond (2006), unveils an operational clarity for those who appreciate the realms or the “what” of teacher knowledge specifically, and the implications for teacher education more broadly. In advancing this conversation, we extend Darling-Hammond’s discourse on the three areas of teacher knowledge to gain a renewed perspective—considering the burgeoning theories, practices, and research taking place in the field. Darling-Hammond captures the potential of teacher knowledge when she proposes that","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"5 - 9"},"PeriodicalIF":3.9,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48038235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-04DOI: 10.1177/00224871221130742
A. Rasooli, Abdollah Rasegh, H. Zandi, Tahereh Firoozi
With heightened equity pursuits in 21st century schools and the key role of assessment in teachers’ concerns with educational equity, scholars have recently attempted to empirically investigate teachers’ conceptions of fairness in classroom assessment. This study contributes to this growing literature and draws on interview data from 27 experienced high school teachers to further appreciate the factors that propel teachers’ fairness conceptions. The results indicate that the teachers’ conceptions of fairness in classroom assessment were influenced by three themes: (a) individual mechanisms, (b) social mechanisms, and (c) dialectical relationships between individual and social mechanisms. These themes underscored how teachers’ individual philosophies and experiences interacted with their encounters with social conditions of society, schools, and classrooms to influence their conceptions and articulated practices of fairness in classroom assessments. The results contribute to provoke conversations around assessment fairness education during pre- and in-service programs.
{"title":"Teachers’ Conceptions of Fairness in Classroom Assessment: An Empirical Study","authors":"A. Rasooli, Abdollah Rasegh, H. Zandi, Tahereh Firoozi","doi":"10.1177/00224871221130742","DOIUrl":"https://doi.org/10.1177/00224871221130742","url":null,"abstract":"With heightened equity pursuits in 21st century schools and the key role of assessment in teachers’ concerns with educational equity, scholars have recently attempted to empirically investigate teachers’ conceptions of fairness in classroom assessment. This study contributes to this growing literature and draws on interview data from 27 experienced high school teachers to further appreciate the factors that propel teachers’ fairness conceptions. The results indicate that the teachers’ conceptions of fairness in classroom assessment were influenced by three themes: (a) individual mechanisms, (b) social mechanisms, and (c) dialectical relationships between individual and social mechanisms. These themes underscored how teachers’ individual philosophies and experiences interacted with their encounters with social conditions of society, schools, and classrooms to influence their conceptions and articulated practices of fairness in classroom assessments. The results contribute to provoke conversations around assessment fairness education during pre- and in-service programs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"260 - 273"},"PeriodicalIF":3.9,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46299522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.1177/00224871221123724
Marilyn Cochran-Smith, C. Craig, L. Orland‐Barak, Chelsea Cole, Valerie Hill-Jackson
Goodlad believed that teachers played a central role in schooling, which was a moral enterprise that shaped our changing democratic society. However, in visits to colleges and universities across the nation, Goodlad and his colleagues found that almost no teacher education programs included preparing teachers to be agents of change as part of their purpose. He lamented, “Somehow, the idea that we are our own best agents of change and the will to act have taken a second seat to quiescence” (p. 398). Perhaps times have not changed so much in terms of excoriating critiques of teacher education from both insiders and outsiders. But they have changed in terms of teacher education and agency. Today, many topics related to teacher agency are of central interest in teacher education research, practice, and policy, including conceptualizing teacher agency; preparing agentic educators across the lifespan; the role of teacher agency in curriculum change, social justice agendas, and school reform; and, teacher agency in the face of restrictive performativity and other policies.1 In this editorial, we consider three key ideas related to teacher agency that we think are especially important for teacher education.
{"title":"Agents, Agency, and Teacher Education","authors":"Marilyn Cochran-Smith, C. Craig, L. Orland‐Barak, Chelsea Cole, Valerie Hill-Jackson","doi":"10.1177/00224871221123724","DOIUrl":"https://doi.org/10.1177/00224871221123724","url":null,"abstract":"Goodlad believed that teachers played a central role in schooling, which was a moral enterprise that shaped our changing democratic society. However, in visits to colleges and universities across the nation, Goodlad and his colleagues found that almost no teacher education programs included preparing teachers to be agents of change as part of their purpose. He lamented, “Somehow, the idea that we are our own best agents of change and the will to act have taken a second seat to quiescence” (p. 398). Perhaps times have not changed so much in terms of excoriating critiques of teacher education from both insiders and outsiders. But they have changed in terms of teacher education and agency. Today, many topics related to teacher agency are of central interest in teacher education research, practice, and policy, including conceptualizing teacher agency; preparing agentic educators across the lifespan; the role of teacher agency in curriculum change, social justice agendas, and school reform; and, teacher agency in the face of restrictive performativity and other policies.1 In this editorial, we consider three key ideas related to teacher agency that we think are especially important for teacher education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"73 1","pages":"445 - 448"},"PeriodicalIF":3.9,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41768398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-21DOI: 10.1177/00224871221121767
S. Kavanagh, Katie A. Danielson, Elizabeth Schiavone Gotwalt
Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-planning and co-facilitating discussions with students. Findings indicate that, across 1 year, during co-facilitated classroom discussions, teacher talk decreased, while student talk increased. In a parallel finding, our analysis of co-planning sessions revealed that the ways teachers planned for discussions also changed. Teachers went from engaging only in what we call proactive pedagogical reasoning to balancing that with what we have come to call responsive pedagogical reasoning.
{"title":"Preparing in Advance to Respond in-the-Moment: Investigating Parallel Changes in Planning and Enactment in Teacher Professional Development","authors":"S. Kavanagh, Katie A. Danielson, Elizabeth Schiavone Gotwalt","doi":"10.1177/00224871221121767","DOIUrl":"https://doi.org/10.1177/00224871221121767","url":null,"abstract":"Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-planning and co-facilitating discussions with students. Findings indicate that, across 1 year, during co-facilitated classroom discussions, teacher talk decreased, while student talk increased. In a parallel finding, our analysis of co-planning sessions revealed that the ways teachers planned for discussions also changed. Teachers went from engaging only in what we call proactive pedagogical reasoning to balancing that with what we have come to call responsive pedagogical reasoning.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46574066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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