Why Practice? English Preservice Teachers' Experiences Learning to Facilitate Text-Based Discussions

• In Event: Reading Positionality, Writing Practice: Literacy in Preservice Teacher Education

Abstract

Given the responsibility for preparing preservice teachers (PST) to facilitate discussions in diverse classrooms, this study explores the role of practice in English PSTs’ instructional skill development. We examine the experiences of nine secondary English PSTs who practiced facilitating text-based discussions in a four-week unit. Using descriptive statistics and qualitative analysis of video recordings of PST-led discussions, focus group interviews, and written reflections, we describe PSTs’ facilitation moves, differences in their intended and enacted discussion stance, and their experiences with simulation practice. Findings suggest that English PSTs may not understand how to align their discussion purpose and their discussion facilitation. Implications highlight that teacher educators need to prepare PSTs to self-analyze their instructional practice to continue to improve.

Authors

• Rosalie Hiuyan Chung, Harvard University

• Natasha A. Heny, University of Virginia