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?
no
Research Approach
Geographic Setting
- Southwestern United States
Institutional Context
Certification Level
- early childhood to 6th grade
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
97
Duration of Data Collection
Data Sources
- Written reflections
- written reflections/class papers
Data Analysis Tools
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