Discipline and Identity: Two Lenses for Understanding Preservice Teachers' Development in Facilitating Discussion

• In Event: Division K Section 5 Poster Session

Abstract

This comparative case study of two preservice teachers’ discussion facilitation assesses their growth over the course of a year using two analytic tools: the Science Discourse Instrument, an established scoring rubric that deductively evaluates the quality of teacher and student utterances during the discussion, and the Dynamic Systems Model of Role Identity, an analytical framework that inductively investigates discussion facilitation as a complex dynamic system centered on the teacher’s situated role-identity. Interrogating the findings reveals that a steady increase in teachers’ proficiency in making disciplinary discursive moves accompanied a more complex change in role identity that often moved towards non-disciplinary goals. Overlaying these frameworks and data is a step towards developing a more robust conceptualization of development in discussion facilitation.

Authors

• Lightning Jay, Binghamton University - SUNY

• Abby Reisman, University of Pennsylvania

• Timothy Patterson, Temple University

• Joseph Eisman, Temple University

• Avi Kaplan, Temple University

• Wendy Chan, The University of Pennsylvania

• Jenni Conrad, Temple University