Document Type
Article
Publication Title
Teaching and Teacher Education
ISSN
0742-051X
Volume
88
DOI
10.1016/j.tate.2019.102970
First Page
1
Last Page
16
Publication Date
1-1-2020
Abstract
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.
Recommended Citation
Athanases, S. Z.,
Sanchez, S. L.,
&
Martin, L.
(2020).
Saturate, situate, synthesize: Fostering preservice teachers’ conceptual and practical knowledge for learning to lead class discussion.
Teaching and Teacher Education, 88, 1–16.
DOI: 10.1016/j.tate.2019.102970
https://scholarlycommons.pacific.edu/ed-facarticles/240
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
