Positioning Students as Experts on Teaching When Teachers Rehearse Discussions

• In Event: Fairmont Roundtable Session Eighteen
  In Roundtable Session: Rehearsing and Conversing to Reposition Teaching and Learning (Table 6)

Abstract

This pilot study explores what happens when students are positioned as experts about teaching in rehearsals of social studies discussions (Kavanagh et al., 2019). Drawing on situated and critical perspectives, we position students as knowers about teaching who can impact teacher learning in the “peripheries” of a CoP in teacher education settings. In analyzing data from 23 discussion rehearsals and debrief sessions with student feedback, we found that students can give nuanced feedback to SSTs about discussion facilitation, blending content, pedagogy, affect, and relationality.

Authors

• Andrew J. Schiera, University of Wisconsin - Madison
  Presenting Author

• Andrew del Calvo, University of Pennsylvania
  Presenting Author