Investigating How Rehearsals and Teacher Educator Feedback Influences Preservice Teacher Development

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Author(s): Rajeev K. Virmani (Sonoma State University, USA)
Copyright: 2019
Pages: 22
Source title: Handbook of Research on Field-Based Teacher Education
Source Author(s)/Editor(s): Thomas E. Hodges (University of South Carolina, USA)and Angela C. Baum (University of South Carolina, USA)
DOI: 10.4018/978-1-5225-6249-8.ch026

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

This chapter examines how three secondary mathematics preservice teachers and two teacher educators rehearse and enact the core teaching practice of leading a whole-class discussion in a math methods course and in student teaching placements. Findings indicate that there was substantial variation in the three preservice teachers' opportunities to practice key aspects of leading a whole-class discussion, the type of feedback they received from the teacher educators, and the authenticity of the rehearsal. The opportunity to approximate practice and receive feedback played a significant role in the generative nature of the preservice teachers' enactments of a whole-class discussion in their student teaching placements.

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Investigating How Rehearsals and Teacher Educator Feedback Influences Preservice Teacher Development

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