Sharpening Diverse Micro-Genres of Discourse in Preservice Teachers' First Attempts at Dialogic Instruction

• In Event: Exploring Humanizing Pedagogy Through Narrative, Dialogue, and Storytelling

Abstract

Discussion is heralded an important component of Common Core instruction, yet remains rare in US classrooms and little is known about how novice teachers learn to orchestrate effective discussion. We employed genre theory to analyze written reflections of 83 preservice teachers, reflecting on video of their first attempts at going dialogic in high school ELA classrooms. We categorized PSTs’ stated purposes and structures for discussion, creating “micro-genres” of discussion, and their reasoning about attempts to transfer control to students. A case example highlights how each micro-genre requires negotiation of teacher roles and talk moves. A fuller understanding of early discussion attempts can guide teacher education to support teachers in developing repertoires of knowledge and practice for dialogic instruction.

Authors

• Leslie C. Banes, University of California - Davis

• Julia Houk, University of California - Davis

• Steven Z. Athanases, University of California - Davis

• Sergio L. Sanchez, University of California - Davis