Epistemic Practices to Prepare Preservice Teaching Candidates for the Common Core

• In Event: Roundtable Session 5
  In Roundtable Session: Diverse Frameworks to Guide Preservice Teacher Instructional Practices

Abstract

The structured dialogue experience is based on a discourse intervention for teachers that focus on field experiences and student learning. It is intended to support candidates in meeting the goals of the common core state standards (Author, 2011; Hollins, 2006). Candidates collaborate with peers as they reflect on various elements of knowledge and understanding gained from course readings, skills developed from directed observation, and co-construct a tool, which facilitates learning the baits of interpretation, translation, and application to practice. Based in two universities on the east and west coasts, data from the discourse intervention will be compared to determine methods that candidates use to respond to the social dynamics that characterizes the communities of both teacher education programs.

Authors

• Toni M. Williams, University of South Carolina

• Antoinette S. Linton, California State University - Fullerton