Getting Inside Rehearsals

TLDR

Teacher education research has increasingly examined pedagogies of enactment, yet systematic study of these approaches remains nascent. This article develops and extends the rehearsal pedagogy to build a knowledge base for teacher education. Rehearsals are structured as learning cycles that give novice teachers repeated chances to investigate, reflect, and enact teaching with coached feedback, drawing on five years of development and study.

Abstract

In recent years, work in practice-based teacher education has focused on identifying and elaborating how teacher educators (TEs) use pedagogies of enactment to learn in and from practice. However, research on these pedagogies is still in its early development. Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics TEs across three institutions. Rehearsals are embedded within learning cycles that provide repeated opportunities for novice teachers (NTs) to investigate, reflect on, and enact teaching through coached feedback. This article shares a set of insights gained from 5 years of developing, studying, and learning how to support NTs’ enactment in rehearsal. The insights we share in this article contribute to building a knowledge base for pedagogies of teacher education.