Supporting Preservice Teachers to Actualize Theories of Student-Centered Disciplinary Discourse Practices Using Video Instructional Rounds

• In Event: Using Video to Support Teacher Learning

Abstract

This paper examines the use of video as a tool for supporting pre-service teachers to become more adept at facilitating student-centered discourse practices in secondary classrooms. Using the I-COR, IMPACT-Classroom Observation Rubric, secondary framework, pre-service teachers get introduced to discourse practices; namely, teacher questioning, participation structures, and talk moves. Pre-service teachers enact these practices in their student teaching placements and analyze videos in a small group process called Video Instructional Rounds Cycle (VIRC) four times in a 10-week methods course. Results show that pre-service teachers become skilled at implementing and analyzing discourse practices in small group discussions, using participation structures and talk moves that orient students to each other around reasoning and deep sense-making.

Authors

• Jaime Park, University of California - Los Angeles

• Imelda Nava-Landeros, University of California - Los Angeles

• Jarod N. Kawasaki, California State University - Dominguez Hills