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<p>Learning to launch problem-based lessons is challenging for prospective teachers (PTs). Teaching rehearsals offer an opportunity for PTs to practice launches in a controlled environment in which the action can be paused to discuss situations that arise. Typically, the teacher educator (TE) initiates the vast majority of these pauses, but in this study, the TE encouraged any PT to also initiate a pause in the action whenever they identified a potential learning opportunity for the class. We collected detailed data on each in-the-moment discussion in order to determine who initiates and participates in these discussions, how discussions initiated by the PTs and the TE differ in structure and substance, and whether PTs want to remember discussions with particular structures or substances. We found that over half of the discussions were initiated by PTs themselves. We also found that PTs across the class actively engaged in the in-the-moment discussions. Looking closer at the structure and substance of the discussions showed that the TE and PTs structured the discussions in similar ways, but there were some differences in the substance of those discussions. We also found that PTs were more likely to want to remember discussions they had initiated as well as those that were framed as highlighting a productive move.</p>

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In-the-moment discussions during launch rehearsals: an analysis of participation, substance, and structure

  • 期刊论文

  • 发表日期：

    2025年1月10日

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  • Carmen Petrick Smith,
  • Barbara King,
  • Allison Dennehy,
  • Alden Ducharme,
  • Claire Lennon

摘要

Learning to launch problem-based lessons is challenging for prospective teachers (PTs). Teaching rehearsals offer an opportunity for PTs to practice launches in a controlled environment in which the action can be paused to discuss situations that arise. Typically, the teacher educator (TE) initiates the vast majority of these pauses, but in this study, the TE encouraged any PT to also initiate a pause in the action whenever they identified a potential learning opportunity for the class. We collected detailed data on each in-the-moment discussion in order to determine who initiates and participates in these discussions, how discussions initiated by the PTs and the TE differ in structure and substance, and whether PTs want to remember discussions with particular structures or substances. We found that over half of the discussions were initiated by PTs themselves. We also found that PTs across the class actively engaged in the in-the-moment discussions. Looking closer at the structure and substance of the discussions showed that the TE and PTs structured the discussions in similar ways, but there were some differences in the substance of those discussions. We also found that PTs were more likely to want to remember discussions they had initiated as well as those that were framed as highlighting a productive move.