Facilitating academic text-based discussions in initial teacher education: Evaluating specialized knowledge

Meneses, Alejandra; Hugo, Evelyn; García, María de los Ángeles Olivares; Müller, Magdalena

doi:10.1016/j.tate.2017.09.019

Cited by 7 publications

(3 citation statements)

References 44 publications

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“…Additionally, the process requires that teachers notice the myriad ways students co-construct classroom talk and other patterns of engagement (Sherin et al, 2011), whether visibly engaged or silently resisting (Candela, 1998). By utilizing teacher inquiry techniques and tools, such as transcribing classroom conversations (Meneses et al, 2018) and writing reflections (Rogers et al, 2006) on discussions, teachers identify students' resources and assets that can be leveraged in classroom learning. For instance, inquiring into students' performance during class discussions can provide information about specific content topics that pose difficulty for students and about ways teachers can scaffold learning and leverage students' cultural and linguistic resources for use in discussion (Lee, 2001;Martinez et al, 2017).…”

Section: Students As Knowledge Resources For Teachers' Shaping Of Dia...mentioning

confidence: 99%

Dialogic teacher inquiry: The case of a preservice teacher learning to facilitate class discussion

Sanchez

Athanases

2023

Dialogic Pedagogy Journal

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Developing knowledge and practice for high-quality K-12 class discussion remains challenging, especially for new teachers juggling other classroom responsibilities. Our study reports the case of a preservice teacher learning to lead discussions while enrolled in a teacher education inquiry course, simultaneous with semester-long supervised practice teaching in a seventh-grade class (12-13-year-olds) in a high-poverty urban community. The work is guided by a complex teacher learning process for developing complex practice of facilitating discussions in culturally and linguistically diverse high school English classes. Countering popular approaches to “talk moves” as useful but often generic facilitation practices, the teacher education pedagogical innovation we describe positions teachers as knowledge-generating, agentive professionals. Our conceptual framework for teacher learning features dialogic teacher inquiry, with three domains. The first domain involves moving beyond methods texts to dialoguing analytically with and among multiple print, online, and mentor resources for supporting development of a dialogic teaching stance. The second domain intentionally guides new teachers to explore classroom data and consider students as knowledge resources in shaping instruction. The third domain sustains dialogue about discussion processes and evolving conceptions of dialogism in small groups of preservice teacher collectives, enabling sharing of inquiry data, emerging findings, and dilemmas of practice. Drawing upon a larger database, we present a case study demonstrating one preservice teacher’s inquiry work with deep analysis of student talk, detailed memoing processes featuring challenges and benefits of developing dialogic teaching practices, thoughtful criticism of long-established discussion practices, and discoveries about nuances of dialogic teaching. Our case contributes to the literature by presenting an example of dialogic pedagogy for teacher education, in service of preservice teachers learning to lead classroom discussions. Additional innovative pedagogical designs are needed to assist teachers in gaining complex knowledge and practice for teaching and promoting meaningful and learning-rich talk in K-12 classrooms.

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Section: Students As Knowledge Resources For Teachers' Shaping Of Dia...mentioning

confidence: 99%

Dialogic teacher inquiry: The case of a preservice teacher learning to facilitate class discussion

Sanchez

Athanases

2023

Dialogic Pedagogy Journal

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“…Teachers often use familiar talk structures that do not promote interaction and meaningful contextual learning (Maloch, 2002), and students often expect this, accustomed to being told what to do and think. Learning to engage with students as they co-construct meaning poses challenges: demonstrating curiosity about student perspectives (Wilkinson et al, 2017), fostering interactions enabling students' background knowledge to surface (Meneses, Hugo, García, & Müller, 2018), and recognizing that exploring diverse lives, stories, and empathy invites students to bring their personal being into class, which requires conveying curiosity about students' words, ideas, and lives (Do & Schallert, 2004).…”

Section: Challenges In Enacting Dialogic Instructionmentioning

confidence: 99%

“…A focus on students and interactions is supported by noticing (Sherin, Jacobs, & Phillip, 2011), enabled by observing videos of one's own teaching (Heintz, Borsheim, Caughlan, Juzwik, & Sherry, 2010;Juzwik et al, 2012), writing reflections (Rogers et al, 2006), and transcribing interactions (Meneses et al, 2018). Rosaen, Lundberg, Cooper, Fritzen, and Terpstra (2008) found video-prompted reflection on discussion enabled teacher learning in ways memory-based reflections did not; video shifted PSTs' focus from management to instruction, aided noticing specific learner actions beyond general trends, and helped shift teacher focus to student focus.…”

Section: Teachers Learning Dialogic Instructionmentioning

confidence: 99%

Challenges for Preservice Teachers in Learning to Lead Discussions: Inquiry in Diverse Classrooms

Athanases¹

2019

Proceedings of the 2019 AERA Annual Meeting

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While research documents learning and academic affordances of discussion, less is known about how novice teachers learn to enact discussion and how teacher education supports such learning, especially for culturally and linguistically diverse classes. Our study features an innovation to guide and learn from 81 preservice teachers over four years about their first attempts at class discussion and the challenges they report in this work. Analyzing data from teachers' classroom-based inquiry reflections and analyses, we identified themes in dialogic first-attempts and student-focused and teacher preparation related challenges in realizing the potential of dialogic instruction.

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Saturate, situate, synthesize: Fostering preservice teachers’ conceptual and practical knowledge for learning to lead class discussion

Athanases

Sanchez

Martin

2020

Teaching and Teacher Education

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Facilitating academic text-based discussions in initial teacher education: Evaluating specialized knowledge

Cited by 7 publications

References 44 publications

Dialogic teacher inquiry: The case of a preservice teacher learning to facilitate class discussion

Dialogic teacher inquiry: The case of a preservice teacher learning to facilitate class discussion

Challenges for Preservice Teachers in Learning to Lead Discussions: Inquiry in Diverse Classrooms

Saturate, situate, synthesize: Fostering preservice teachers’ conceptual and practical knowledge for learning to lead class discussion

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