Preparing Preservice Teachers to Learn From Field Experiences: Facilitating and Analyzing Interactive Discussions

• In Event: Poster Session 13
  In Poster Session: Differing Perspectives on and Approaches to Preservice Field Experiences

Abstract

This study documented how one teacher preparation program guided field experiences in elementary classrooms where the high-leverage practice of facilitating interactive discussions was not typical. Preservice teachers in a literacy methods course planned and taught a whole-class lesson designed to promote a highly interactive text-based discussion. They conducted a guided analysis of teacher and student interactions and reflected on their students’ and their own learning. We analyzed 83 preservice teachers’ written work to investigate their learning from their experience, and their perceptions of problems and challenges associated with facilitating interactive discussions in their placement classroom. The study illustrates how carefully guided lesson planning and analysis can support teacher candidates in trying out and learning from their practice in productive ways.

Authors

• Cheryl L. Rosaen, Michigan State University

• Amber Meyer, Michigan State University

• Jessica Meier, Michigan State University

• Stephanie L. Strachan, Michigan State University