“But It Was Just Like, Overhyped”: How Students Position Themselves When Giving Feedback to Teachers

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Multiple Perspectives on Teaching and Professional Development in the Social Studies (Table 14)

Abstract

Typically, during a rehearsal, one social studies pre-service teacher (PST) leads instruction, while other PSTs act as “students,” approximating how they think youth would respond (Kavanagh et. al., 2019). Instead, we recruited and compensated actual high school students (HSSs) to take on the student roles and give feedback to PSTs. Using critical discourse analysis (Gee, 2014), we identified 3 patterns HSSs used to position themselves as feedback givers: 1) prompt-responder who often uses their own vernacular (e.g., African American English); 2) hypothetical teacher who demonstrates alternative instructional possibilities through taking-on the teacher role; and 3) collective processor who breaks protocol to share lived experiences. These findings suggest that HSSs can use language to orient teacher education spaces towards social justice.

Authors

• Andrew J. Schiera, University of Colorado - Boulder

• Andrew del Calvo, Rutgers University - New Brunswick