Preparing Preservice Teachers to Question: Rehearsals and Videos as Prompts for Noticing in Methods Courses

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Abstract

Responding to the dearth of causal teacher education research, this study uses a cross-over design to create a case-study comparing how different representations (videos and rehearsals) influence preservice ELA and social studies teachers’ thinking about and enactment of questioning practices. Both forms of representation are standard practice in teacher education, but there is little empirical data to help teacher educators decide between these instructional tools. Findings suggest that candidates grew increasingly likely to notice salient features of questions over the course of a semester and teacher educators’ choice of representation may have been influential. Although teacher education research does not often utilize comparative, interdisciplinary, or pseudo-causal designs, this study shows the potential of such work even on a small scale.

Authors

• Lightning Jay, Binghamton University - SUNY

• Matthew L. McConn, Binghamton University - SUNY