Supporting Teacher Candidates' Approximations of Leading Discussion: Using a Common Tool Across Contexts

• In Event: 79.050 - MTCC Roundtable Session 36
  In Roundtable Session: 79.050-12 - Self-Study and Learning in Clinical Field Experiences

Abstract

Discussion is a common classroom activity that can both deepen students’ understandings of subject matter and offer practice in discussion activities that are important to democratic discourse. In this systematic self-study, teacher educators at two universities sought to identify the possibilities and challenges of using a common discussion tool to structure opportunities for TCs to practice, receive feedback, and reflect on their emerging facilitation skills. Results across both contexts suggested that, while teacher educators and candidates identified ways to improve the tool, on the whole, the discussion plan template helped TCs gain the knowledge, skill, and dispositions for leading whole-class discussions. This study offers important insights for teacher educators seeking to improve whole class discussion pedagogy.

Authors

• Lisa M. Barker, Towson University

• Daniel G Krutka, University of North Texas