Preservice Teachers Collaborating to Teach Challenging Texts: Understanding How Teacher Identities Shape Classroom Talk

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-6 - Examining Teacher Candidate Assessment and Teacher Identities

Abstract

For this paper, we select and analyze data from a larger study focused on how preservice English Education teachers understand the relationships of classroom talk and students’ comprehension of text. The results of the larger study pointed to moments when preservice teachers who were teaching collaboratively, experienced successful teaching focused on talk and comprehension. With this paper, we choose to examine specific teaching dimensions that challenged preservice teachers. Our work focused on a) what it means to collaboratively plan/teach with peers; b) what it means for PSTs to plan/teach challenging texts; and c) how PSTs’ world views shaped their teacher identities.

Authors

• Carolyn A. Colvin, University of Iowa

• Amy Stoltenberg, University of Iowa

• Amie Ohlmann, The University of Iowa