Supervisor-Preservice Teacher Interactions: Developing a Vision of Ambitious Instruction Through Conversation

• In Event: Roundtable Session 1
  In Roundtable Session: Critical Initiatives in Preparing Beginning Teachers in Diverse Settings

Abstract

All teachers have a professional vision of teaching, but in the context of mathematics and science reform, they must develop a vision of ambitious instruction (Sherin, 2007; Windschitl, Thompson, & Braaten, 2009). One context in which future teachers can develop a vision of ambitious teaching is through interactions with university supervisors. This study is concerned with these interactions, focusing on how conversational frames influence the way topics are introduced and discussed. The study questions are: 1) What are the supervisor and preservice teacher conversational frames that they use to interpret their interactions? and 2) What conversational strategies are used to negotiate frames to create educative experiences? This analysis has implications for the design of professional development for supervisors.

Authors

• Jennifer Joan Long, University of California - Irvine

• Elizabeth A. van Es, University of California - Irvine