“Everything that’s hard got harder”: Preservice teachers’ attempts at rigorous and responsive instruction during pedagogical rehearsals at the onset of the COVID pandemic
Principal Investigator(s): View help for Principal Investigator(s) David Stroupe, Michigan State University; Julie Christensen, Michigan State University
Version: View help for Version V1
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Project Citation:
Stroupe, David, and Christensen, Julie. “Everything that’s hard got harder”: Preservice teachers’ attempts at rigorous and responsive instruction during pedagogical rehearsals at the onset of the COVID pandemic. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2022-07-10. https://doi.org/10.3886/E174861V1
Project Description
Summary:
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At
the onset of the COVID-19 pandemic, our teacher preparation program shifted to
an online setting, disrupting a key feature of practice-based teacher
preparation: Preservice science teachers’ (PSTs) approximation of rigorous and
responsive instruction during extended pedagogical rehearsals called
macroteaching. Given this unplanned shock to their preparation, we examined how
PSTs viewed macroteaching and their evolving participation in the teaching
rehearsal. Using a situative perspective, we collected multiple forms of data.
We found that while PSTs wanted
to enact rigorous and responsive instruction, their participation was deeply
impacted by the sudden shift to an online setting. Our analysis of
video-recorded lessons confirmed PSTs’ observations that their instruction
became less rigorous and responsive over time. We conclude with questions about
teacher preparation during the pandemic.
Scope of Project
Subject Terms:
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Teacher education;
Science Education;
Teacher Preparation
Geographic Coverage:
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Michigan
Time Period(s):
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3/12/2020 – 6/15/2020
Collection Date(s):
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3/12/2020 – 6/12/2020
Universe:
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Secondary science methods students (all seniors in college) ages 22-27.
Data Type(s):
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audio: sound data;
images: photographs, drawings, graphical representations;
observational data;
text;
video: film, animation, etc.
Collection Notes:
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We collected and
analyzed multiple forms of data from four different types of interactive
episodes aimed at capturing PSTs’ sensemaking and participation from a
situative perspective: (1) planning communication and activity (i.e., video
recorded online meetings and emails), (2) observations/video recordings of
macroteaching, (3) participant-generated artifacts, and (4) two types of
interviews. We selected these data sources for three reasons. First, we wanted
to collect an array of data to better understand how and why the PSTs’
reasoning and participation shifted over time. Second, we needed multiple forms
of data to examine how the PSTs’ pedagogical reasoning evolved during important
moments of professional work – planning, instructing, and reflecting. Third,
given our situated theoretical framework, we thought that the data sources
could better capture episodes of participation as the PSTs engaged in
instructional practices such as planning, teaching, and reflecting, rather than
relying on measures that are further removed from teachers’ daily activities.
In Table 4, we describe the data collection and the features of each
interactive episode.
Methodology
Data Source:
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We collected and
analyzed multiple forms of data from four different types of interactive
episodes aimed at capturing PSTs’ sensemaking and participation from a
situative perspective: (1) planning communication and activity (i.e., video
recorded online meetings and emails), (2) observations/video recordings of
macroteaching, (3) participant-generated artifacts, and (4) two types of
interviews. We selected these data sources for three reasons. First, we wanted
to collect an array of data to better understand how and why the PSTs’
reasoning and participation shifted over time. Second, we needed multiple forms
of data to examine how the PSTs’ pedagogical reasoning evolved during important
moments of professional work – planning, instructing, and reflecting. Third,
given our situated theoretical framework, we thought that the data sources
could better capture episodes of participation as the PSTs engaged in
instructional practices such as planning, teaching, and reflecting, rather than
relying on measures that are further removed from teachers’ daily activities.
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