Planning to Improvise: Understanding Preservice Teachers' Conceptualization and Enactment of Formative, Responsive Questioning Strategies

• In Event: Issues in Preservice Teacher Education: Exploring Programmatic Policy and Pathways

Abstract

Researchers identify Formative Assessment (FA), and activities that elicit further information, as multi-faceted processes with potential to enhance student learning. Research shows that expert teachers sequence eliciting questions fluidly. However, a clear description of the nuanced growth occurring in the years’-long transition from novice to expert is missing from the literature. This paper presents three case studies, using data from video-stimulated recall interviews which utilized a recorded lesson and supplemental components submitted for a formal evaluation and required course assignment, and describes a fine-grained progression from emergent to intentional enactment of using eliciting questions. The findings suggest ways teacher educators might provide more targeted scaffolding to support PST’s continued development of using eliciting questions as a form of FA.

Author

• Adria Patthoff, University of California - Santa Cruz