Title of Work
Collaborate for Impact to Advance Equity in Preservice Teacher Education
This collective case study (Stake, 2000), draws on the teaching of five university professors as they worked toward the advancement of equity through the high-leverage practice of discussion. In University classes, pre-service teachers learned to select ‘Good and Worthy’ texts for discussion, create discussion-worthy questions, and launch, orchestrate, and conclude a discussion. To orchestrate a discussion, pre-service teachers learned how to orient students to the contribution of peers, probe student thinking, elicit diverse responses and support language demands. To accomplish this, pre-service teachers studied a decomposition of discussion, analyzed videos and transcripts and named key features of discussion in the artifacts, planned lessons, rehearsed these lessons with feedback in class, and analyzed a video of their own teaching of their lesson during a field experience. The intention of all of this work was to advance equity and justice in elementary classrooms through discussion.
Bergeson, Kristi; Fogarty, Elizabeth; Kaback, Suzy; Kelly, Catherine; and Smith, Amy, "Collaborate for Impact to Advance Equity in Preservice Teacher Education" (2020). Education Faculty Scholarship. 49.