The Reading Professor
Submission Title
Document Type
Article
Abstract
In this paper, five teacher educators explore the integration of practice-based teacher education pedagogies to support preservice teacher learning and enactment of large group discussion in fieldwork settings. We discuss our own insights into the shifts in our instruction as we focus more acutely on teaching high leverage practices through practice-based teacher education pedagogies. We share the units we taught with specific focus on the intersecting and overlapping knowledge related to content, pedagogy, and equity necessary for effective teaching through large group discussions. We discuss tensions that arose in our own practice and offer implications for teacher educators interested in shifting towards practice-based teacher education to support preservice teacher learning.
Recommended Citation
Kelly, Catherine M.; Fogarty, Elizabeth A.; Kabach, Suzanne; Tamte, Kristi G.; and Smith, Amy F.
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"Learning to Lead Group Discussions: Teacher Education at the Intersection of Content, Pedagogy, and Equity,"
The Reading Professor: Vol. 46:
Iss.
1, Article 6.
Available at:
https://scholar.stjohns.edu/thereadingprofessor/vol46/iss1/6