Preservice Mathematics Teachers' Warm Demand in TeachLivE™ Rehearsals

• In Event: Sheraton Roundtable Session 29
  In Roundtable Session: Preservice Teachers' Curricular Resource Use for Teaching Math and Science

Abstract

This study seeks to investigate how pre-service teachers demonstrate characteristics of a warm demander within a simulated classroom environment.  Ten pre-service teachers participated in the study by planning and rehearsing a 90-minute mathematics lesson on fractions in a virtual classroom called TeachLivE™, which is now acquired by Mursion.  To analyze warm demand practices observed in these rehearsals, video and journal data were coded with “Don’t Disrespect Me”, “Let me Teach You” and “Acknowledge My Culture,” archetype structures that depict mathematical engagement (Goldin et al, 2011).  Preliminary findings suggest rehearsing in simulated classroom environment can reveal culturally relevant teaching practices, as defined through engagement structures, particularly among those who experienced higher self-efficacy.  Implications for culturally relevant pedagogy are included.     

Authors

• Ayanna Johnson, Howard University

• Deena Khalil, Howard University