Preservice Teachers and the Development of Adaptive Instructional Practices: An Emergent Process

• In Event: Examining Preservice and Early Career Teachers' Literacy Pedagogical Decision Making

Abstract

The AERA 2023 call asks researchers to consider how “people construct their positions about truth as they make decisions concerning education.” This phenomenological study explores how preservice teachers (PSTs) develop adaptive instructional methods while working with emergent readers. Theories of adaptive instruction inform how researchers understand PST’s decision-making. Findings suggest PSTs engage with reflective practices and in-the-moment decisions based on student need. However, being adaptive when learning to teach is an emergent process that does not always happen easily. This learning was influenced by PSTs understanding of components of reading, student identity, and interest. This study situates an exploration of PST decision-making in the context of current restrictive policy reforms regarding both reading instruction and teacher education.

Authors

• Vickie Godfrey, Eastern Kentucky University
  Presenting Author

• Christopher Terrazas, University of Texas at Austin
  Presenting Author

• Kerry H. Alexander, University of Texas at Austin
  Presenting Author

• Valerie Taylor, University of Texas at Austin
  Presenting Author

• Brady L. Nash, Miami University (OH)
  Presenting Author