Approximate, Decompose, Represent: Using Videos and Rehearsals to Expand the Practice-Based Teacher Education Cycle

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Advancing Teacher Education: Integrating Video Reflection and Collaborative Discourse to Enhance Instructional Practices (Table 11)

Abstract

Practice-based teacher education (PBTE) has made the case that novices through a cycle of representation, decomposition, and approximation, novices can gain understanding and facility with core instructional practices. To expand teacher educators’ pedagogical options and better understand novices’ development, this comparative case study analyzes how altering the cycle of representation, decomposition, and approximation in an English Language Arts (ELA) and a social studies methods course can provide novices different opportunities to develop interpretive frames for facilitating classroom discourse. Following those novices into interviews, this paper argues that there is grounding to support further experimentation with the pedagogies of teacher education as they have been taken up by PBTE researchers.

Authors

• Lightning Jay, Binghamton University - SUNY

• Matthew L. McConn, Binghamton University - SUNY

• Diana Murtaugh, Binghamton University - SUNY

• Dara Caruana, Binghamton University - SUNY