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Learning Discussion Facilitation Online: Foregrounding Care and Equity in Online Practice-Based Teacher Education Courses
Thu, April 21, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Presidio 1 & 2Session Type: Symposium
Abstract
The three studies in this session make use of the unique circumstances of pandemic-based online teacher education courses across six institutions to identify and address ongoing issues of inequity in learning to facilitate text-based discussions. The ruptures of the pandemic laid bare the needs of teacher candidates and helped teacher educators identify effective supports for justice oriented discussion facilitation. New understandings from these studies have potential to avoid a return to “normal.” The findings help teacher educators address practice-based teacher education pedagogies in ways that acknowledge teacher candidates’ needs and fears and move teacher candidates toward productive equity-oriented stances and teaching practices.
Sub Unit
Chair
Papers
Rethinking Care in a Time of Crisis: Preparing Teachers Amid a Global Pandemic - Paul S Sutton, Pacific Lutheran University; Rebecca Smith, University of Portland; Gavin Tierney, California State University - Fullerton
Harm, Silence, and Hesitancy: Tensions for Novice Teachers Learning to Lead Virtual Discussions About Identity - Elizabeth Gotwalt, University of Maryland; Amy Guillotte, University of Pennsylvania; Sarah Schneider Kavanagh, University of Pennsylvania
Responding to Bias In-the-Moment: Preparing Teachers in Interactive Read-Alouds - Katie Danielson, University of Portland; Amy Guillotte, University of Pennsylvania; Sarah Schneider Kavanagh, University of Pennsylvania