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Investigating How Rehearsals and Teacher Educator Feedback Influences Preservice Teacher Development

Investigating How Rehearsals and Teacher Educator Feedback Influences Preservice Teacher Development

Rajeev K. Virmani
Copyright: © 2019 |Pages: 22
ISBN13: 9781522562498|ISBN10: 1522562494|EISBN13: 9781522562504
DOI: 10.4018/978-1-5225-6249-8.ch026
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MLA

Virmani, Rajeev K. "Investigating How Rehearsals and Teacher Educator Feedback Influences Preservice Teacher Development." Handbook of Research on Field-Based Teacher Education, edited by Thomas E. Hodges and Angela C. Baum, IGI Global, 2019, pp. 613-634. https://doi.org/10.4018/978-1-5225-6249-8.ch026

APA

Virmani, R. K. (2019). Investigating How Rehearsals and Teacher Educator Feedback Influences Preservice Teacher Development. In T. Hodges & A. Baum (Eds.), Handbook of Research on Field-Based Teacher Education (pp. 613-634). IGI Global. https://doi.org/10.4018/978-1-5225-6249-8.ch026

Chicago

Virmani, Rajeev K. "Investigating How Rehearsals and Teacher Educator Feedback Influences Preservice Teacher Development." In Handbook of Research on Field-Based Teacher Education, edited by Thomas E. Hodges and Angela C. Baum, 613-634. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6249-8.ch026

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Abstract

This chapter examines how three secondary mathematics preservice teachers and two teacher educators rehearse and enact the core teaching practice of leading a whole-class discussion in a math methods course and in student teaching placements. Findings indicate that there was substantial variation in the three preservice teachers' opportunities to practice key aspects of leading a whole-class discussion, the type of feedback they received from the teacher educators, and the authenticity of the rehearsal. The opportunity to approximate practice and receive feedback played a significant role in the generative nature of the preservice teachers' enactments of a whole-class discussion in their student teaching placements.

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