Mistakes Are OK as Long as They're Not Fatal: Safety to Practice in Teacher Education

• In Event: 68.060 - Roundtable Session 29
  In Roundtable Session: 68.060-16 - Enacting Literacy: Fostering Disciplinary Instructional Practices and Equity-Centered Dispositions in Preservice Teachers

Abstract

1. Rational/Objective
One reason to explore enactment within literacy is that attending to student thinking is particularly difficult because reading comprehension occurs in a readers’ head and, unlike in math, it is rare for a student to “show their work.” Modeling proficient reading using think alouds and facilitating conversation about student thinking and metacognition are instructional strategies that may allow teachers to be more responsive to students’ comprehension processes (Collins, Brown, & Holum, 1991; Duke & Pearson, 2008; Kucan & Beck, 1997; Schoenbach, Greenleaf, & Murphy, 2012). To build on existing work in mathematics, this study follows novice teachers (NTs) through a rehearsal cycle as they implement these strategies.

2. Theoretical Perspectives
Over the last 20 years, research on teaching has made a paradigmatic shift from focusing on pedagogical knowledge, knowledge of content, and pedagogical content knowledge (Shulman, 1986) to focusing on what teachers can do in a classroom. Under this model, theoretical knowledge must be augmented by the ability to apply knowledge in adaptive, responsive practices that deal with the complexity of real students in their classrooms (Ball & Cohen, 1999). Rehearsals unite this move towards action and reflection because such activities require knowledge, planning, enacting and then reflecting on particular activities and routines of practice. (Lampert, Beasley, Ghousseini, Kazemi, & Franke, 2009).

3. Data/Methods
This study is a qualitative case study incorporating design research methodology (Cobb, Confrey, diSessa, Lehrer, & Schauble, 2003; Rowe & Miller, 2015). It examined the learning of 6 novice teachers enrolling in a print and digital literacies course at research university in the southern United States. NTs participated in individual rehearsals of a 10-minute lesson that incorporated a think aloud as well as student practice. Data sources include: a pre-survey, daily exit tickets, field notes of class, video of rehearsal and reflection, lesson plans, and semi-structured interviews. Analysis began with identifying themes regarding the way that NTs engaged with the protocol. The following questions guided our analysis: a) how do the NTs participate in the rehearsals on campus? b) what structures facilitate that participation?, and finally c) What do NTs learn about modeling and metacognition?

4. Results/Significance
Findings show that this approach has emotional risks for NTs. Implementing structures that build community and create safety mitigates these risks. Similarly, one of the most significant aspects of participation in this protocol was NTs acceptance of themselves as learners rather than experts. Finally, although we focused on think alouds as a high leverage practice that would support teachers in future classrooms, few students identified improvements in this strategy as the most meaningful aspect of rehearsal. It’s likely that NTs need more guidance and time to practice in order to develop these skills. Moreover, it suggests that more work is needed about the role of IAs in literacy.
Our work in developing rich rehearsal practices could provide a framework for other reading education programs. Additionally, considering how to change norms around privacy, professionalism, and practice could build on what is currently known.

Authors

• Tess Lantos, Vanderbilt University - Peabody College

• Emily Pendergrass, Vanderbilt University