Case 8: An Analysis Of Teacher Discourse Moves in An Early Field Experience

Research has well documented the challenges teachers face engaging students in meaningful discourse (O’Connor et al., 2017; Smith & Stein, 2018; Wood & Turner-Vorbeck, 2001). O’Connor et al. (2017) contend that whole group discussions require teachers to consider multiple aspects of instruction, such as clarity of language, time constraints, and equitable participation simultaneously. In the context of teacher preparation, an additional challenge is bridging the gap between coursework and clinical practice (Cochran-Smith et al., 2015; Horn & Campbell, 2015). Darling-Hammond (2006) notes that coursework that is closely tied to field-based experiences results in teachers feeling more prepared for the nuances of teaching. The case that follows describes a methods course professional learning task sequence and a field-based experience designed to support teacher candidates’ development of classroom discourse and to apply theories learned in methods courses to classroom practice.