Responsive Teaching in Action: Integrating Middle-Level Preservice Experiences With a Laboratory School

• In Event: Marriott Roundtable Session 42
  In Roundtable Session: Middle-Level Teacher Education: Perspectives and Practices

Abstract

When state legislation mandated the opening of a laboratory school at our university, we saw an opportunity to integrate research and practice in more intensive fashion in our middle level teacher education program. We began dialogue with stakeholders and teacher candidates to develop stronger connections among the experiences in coursework and internships. As faculty, we kept detailed notes of our deliberations. These notes, planning documents, and work samples from candidates provided data for this analysis of the evolution of guiding constructs across the planning and implementation phases of the lab school. Results document ways that faculty constructs grew more comprehensive during this process, as did the conceptualization of responsive teaching among candidates.

Authors

• Holly Henderson Pinter, Western Carolina University

• David B. Strahan, Western Carolina University

• Kim K. Winter, Western Carolina University