(Re)shaping Representations of Practice Inside Rehearsals of Interactive Read Alouds: The Complex Work of Teacher Educators. Issue 4 (2nd October 2019)

• Record Type: Journal Article
• Authors: Schutz, Kristine M.; Danielson, Katie A.
• Is Part Of: Literacy research and instruction. Volume 58:Issue 4(2019)
• Page Start: 232
• Page End: 252
• Publication Date: 2019-10-02
• Subjects: Rehearsals -- interactive read alouds -- teacher educator practice -- teacher education; Literacy -- Periodicals; Reading -- Periodicals; Children -- Books and reading -- Periodicals; Electronic journals; 428.4
• DOI: 10.1080/19388071.2019.1638472
• Languages: English
• ISSNs: 1938-8071

Abstract

ABSTRACT: Despite a focus on interactive read alouds (IRAs) in literacy methods courses, many teacher candidates (TCs) need support translating instructional recommendations into practice. Practice-based approaches can help TCs begin to embody knowledge, techniques, and dispositions necessary for teaching. This qualitative study investigates two literacy teacher educators (TEs) use of rehearsals--role plays where a TC acts the role of the teacher and the TE coaches-- to support TCs in learning to enact IRAs. It explores TEs' use of a subset of directive coaching moves--closed moves where TEs highlight, model, or contrast. Results highlight the complex, multifaceted role of TEs within rehearsals and suggest that TCs still contribute to co-construction of shared representations of practice even when TEs provide explicit feedback.