6 research outputs found
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Saturate, situate, synthesize: Fostering preservice teachers’ conceptual and practical knowledge for learning to lead class discussion
To develop preservice teachers’ (PSTs’) knowledge and practice for complex teaching, a pedagogical innovation featured a design of saturate, situate, and synthesize. Small-group inquiry into English teaching challenges was guided by a course saturated with diverse resources, situated in K-12 classrooms, and supported by visualization tools and reflection for synthesis. A case of one diverse group analyzes how they developed knowledge and practice for facilitating discussion to support critical response to text. Supported by diverse resources and synthesizing tools, discourse analysis into their culturally and linguistically diverse students’ interactions, social dynamics, and perspectives shaped PSTs’ conceptions of students co-constructing discussion
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Noticing for Equity to Sustain Multilingual Literacies
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities