How Might Online Pedagogical Rehearsals Impact Preservice Teachers' Attempts at Equitable Instruction?

• In Event: Division K Section 5 Poster Session

Abstract

Helping preservice teachers (PSTs) learn equitable science teaching should be a foundational goal of teacher preparation programs. Prior to the COVID-19 pandemic, PSTs in our methods course began trying out equitable pedagogical practices during extended instructional rehearsals called “macroteaching”. In macroteaching, PSTs serve as lead teachers to their peers for 10-12 instructional hours. However, the COVID-19 pandemic forced the PSTs to enact macroteaching online. We found that PSTs’ attempts at macroteaching shifted once online, becoming less equitable over time, and that as teacher educators, we noticed that the constant and rapid redesign of macroteaching focused more on meeting PSTs’ immediate needs – such as “surviving” the pedagogical rehearsal – rather than using macroteaching to push their instruction towards equity.

Author

• David Stroupe, Michigan State University