What's after “What's That?”: Preservice Teachers Learning to Ask Literary Questions

Wolf, Steffen; Mieras, Erikka L.; Carey, Angela A.

doi:10.1080/10862969609547937

Cited by 21 publications

(13 citation statements)

References 32 publications

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“…Although preliminary research has shown that working more intimately with a smaller number of students in an out-of-school setting can be very effective in supporting teacher learning and development (Wolf, Mieras, & Carey 1996), few teacher preparation programs capitalize on these affordances by including these types of experiences.…”

Section: Challenge One: Traditional School Settings Provide Only Limimentioning

confidence: 99%

Identity development as a lens to science teacher preparation

2007

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Concepts and findings from research on identity development are employed to better understand why current science teacher preparation programs are failing to prepare teachers who are able and choose to implement the vision for science education articulated in professional standards. Identity theory is used as a theoretical lens to make sense of and better address some of the unique challenges of becoming a reform‐minded science teacher, a professional identity that does not reflect the common norm in the profession; these challenges include the emotional risk and possible need for “repair work,” lack of familiarity with and buy‐in into complex practices of inquiry, and the need for opportunities to participate in competent practice and have this participation acknowledged. Two basic design principles for science teacher preparation are identified as a result of this analysis: (a) the need to create safe places and scaffolded ways for beginning science teachers to try on and develop their identities as reform‐minded science teachers, which may include capitalizing on the unique opportunities of practice teaching in out‐of‐school contexts; and (b) the need to offer opportunities to be recognized, by self and others, as reform‐minded teachers through ongoing, structured, and supported reflection. © 2007 Wiley Periodicals, Inc. Sci Ed 91:822–839, 2007

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Section: Challenge One: Traditional School Settings Provide Only Limimentioning

confidence: 99%

Identity development as a lens to science teacher preparation

2007

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“…Studying the patterns of text rejection on the part of pre-service teachers, Wollman-Bonilla (1998) found that undergraduate students in her children's literature courses resisted texts that they felt would frighten children or that would introduce them to material that they either do not or should not know about. And in their work with pre-service teachers in a children's literature class, Wolf, Carey, & Mieras (1996b) found that undergraduate students often assumed that children can't (or won't) engage with complicated texts in complex and sophisticated ways.…”

Section: Ideology Of Protectionmentioning

confidence: 99%

“When Can We Make Paper Cranes?”: Examining Pre-Service Teachers' Resistance to Critical Readings of Historical Fiction

Apol

Sakuma

Reynolds

et al. 2002

Journal of Literacy Research

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There has been much recent scholarship on the importance of engaging students of all ages in the critical readings of texts. This study explores a group of pre-service teachers' responses to a set of experiences designed to encourage them to respond critically to several picture book versions of the American-Japanese conflict in World War II, focusing particular attention on Sadako by Eleanor Coerr (1993). Although a presentation by a visiting scholar from Japan highlighted the “constructedness” of the Sadako myth and outlined the historical and cultural inaccuracies of Coerr's telling of the story, the pre-service teachers in the study chose to believe the truth of the story and based their choices about teaching this literature to children on their pre-existing assumptions. The study examines reasons the pre-service teachers may have responded as they did and challenges teacher educators to develop more effective methods to support pre-service teachers as they select literature and develop their own pedagogical strategies to promote thoughtful critical conversations.

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“…Studies like these have demonstrated the range of questioning techniques available to teachers. By combining high‐ and low‐press questions, teachers strike a balance “between comfort and challenge” (S.A. Wolf, Mieras, & Carey, , p. 459), maintain forward momentum, and guide students in knowledge building. Thus, as Temple and Doerr () concluded, a teacher's instructional purposes determine the most appropriate third‐turn response; that is, the teacher might use narrowing or leading questions when the objective is to activate students’ background knowledge or provide practice in language use, and to use probing and other high‐press questions to support students in clarifying ideas, elaborating, or constructing new knowledge.…”

Section: Components Of Teacher Talk: Third‐turn Talk Movesmentioning

confidence: 99%

What Do I Say Next? Using the Third Turn to Build Productive Instructional Discussions

Ford‐Connors¹,

Robertson²

2017

J Adolescent & Adult Lit

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Research has strongly supported the role of classroom talk as a valuable teaching and learning tool. Carefully crafted teacher–student discussions that encourage broad student participation and knowledge building correlate with increased knowledge generation and higher academic achievement. To better understand classroom talk as an instructional lever, researchers have identified a number of teacher talk moves associated with increased student participation, critical reasoning, and improved comprehension of texts and content. In particular, when teachers make use of the third turn in their talk with students, they create opportunities for more productive student interactions with content and one another. This article examines how teachers use the third turn to orchestrate productive discussions, using examples based on content analysis of teacher–student discussions in classroom settings.

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What's after “What's That?”: Preservice Teachers Learning to Ask Literary Questions

Cited by 21 publications

References 32 publications

Identity development as a lens to science teacher preparation

Identity development as a lens to science teacher preparation

“When Can We Make Paper Cranes?”: Examining Pre-Service Teachers' Resistance to Critical Readings of Historical Fiction

What Do I Say Next? Using the Third Turn to Build Productive Instructional Discussions

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