Source: Journal of Teacher Education, 64(3), May/June 2013, p. 226-243
The authors analyze a particular pedagogy for learning to interact productively with students and subject matter, which they call “rehearsal.”
Their goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis.
They address two main research questions:
(a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novices for the complex, interactive work of teaching? and
(b) Where, in what they do, are there opportunities for NTs to learn to enact the principles, practices, and knowledge entailed in ambitious teaching?
They detail what happens in rehearsals using quantitative and qualitative methods.
The results of the quantitative analyses characterize how typical rehearsals were structured and what was worked on.
Furthermore, the results show how NTs and TEs worked together to enable novices to study principled practice through qualitative analyses of a particularly salient aspect of ambitious teaching, namely, eliciting and responding to students’ performance.