Development of a Postlesson Observation Conferencing Protocol: Situated in Theory, Research, and Practice

• In Event: Reflecting and Linking in Self-Study

Abstract

Public and private sectors are questioning the education of teachers and, in turn, the education of teacher educators. Since clinical practice is paramount, then teacher educators’ own learning trajectories around field-based practice should be carefully studied. This paper explicates a systematic teacher inquiry (self-study) to describe, how I worked the dialect, made generative changes, and transformed my participation, while researching and refining my practice of conferencing with teacher candidates during the last five years. Findings show that these three activities catalyzed distinct shifts in my conferencing practice and helped me to identify additional ways to augment my self-developed conferencing protocol to better address intended conferencing outcomes; adaptive teaching expertise, growth competence, intersubjectivity, core reflection, and temporally distributed reflection.

Author

• Elizabeth Gayle Soslau, University of Delaware