Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements

Abby Reisman; Peter Cipparone; Lightning Jay; Chauncey Monte-Sano; Sarah Schneider Kavanagh; Sarah McGrew; Brad Fogo

doi:10.1016/j.tate.2018.12.014

Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements

Teach Teach Educ. 2019 Apr:80:145-156. doi: 10.1016/j.tate.2018.12.014.

Authors

Abby Reisman¹, Peter Cipparone², Lightning Jay¹, Chauncey Monte-Sano², Sarah Schneider Kavanagh¹, Sarah McGrew³, Brad Fogo⁴

Affiliations

¹ University of Pennsylvania, United States.
² University of Michigan, United States.
³ Stanford University, United States.
⁴ San Francisco State University, United States.

Abstract

•Teacher candidates can facilitate text-based discussion when prepared.•Instructional scaffolds can assist candidates in facilitating discussion.•Assignments, questioning sequences, and prepared materials can support enactment.•Candidates still struggle to connect discussion to lesson's learning goal.