“Nobody answered, didn't you listen to me?”: Preservice teacher-facilitated read-alouds and their strategies to navigate interactivity in preschool classrooms

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.