Preservice teachers’ in‐the‐moment teaching decisions in reading

Abstract

This study examines the types of in‐the‐moment teaching decisions 97 preservice teachers made while teaching reading and how their growing bodies of teacher knowledge influenced their abilities to think, know, feel and act like a teacher (Feiman‐Nemser, 2008). Findings indicated that the teacher educator's use of “metacognitive decision‐making” to promote a culture of identifying, drawing attention to, reflecting on and evaluating teaching decisions influenced the preservice teachers' abilities to think, know, feel and act like a teacher. These findings have implications for teacher education and for those who support novice teachers.

Reference

Griffith, R. (2017). Preservice teachers' in‐the‐moment teaching decisions in reading. Literacy, 51(1), 3-10. https://doi.org/10.1111/lit.12097

Journal

Literacy

Analysis

Is this article part of a larger project or series of studies?

unclear

Does this study draw on a large, preexisting data set?

Research Approach

Qualitiative

Geographic Setting

Southwestern United States

Institutional Context

University based

Certification Level

early childhood to 6th grade

Programatic Focus

Elementary

Research Location Context

Reading methods

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

1 semester

Data Sources

Written reflections
written reflections/class papers

Data Analysis Tools

Content analysis

Researcher Positionality

inside (staying their own students)

Research Questions

You began the lesson with a detailed and thoughtful plan but teaching does not always go according to plan. What “in-the-moment” teaching decisions did you make? (Cite specific interactions.) The researcher analyzed the PTs written response to this question.
Is this research question explicit from the manuscript? Yes