Abstract

The purpose of this study was to explore how a teacher educator (myself) and preservice teachers engaged in joint reflection-for-action, reflection-in-action, and reflection-on-action during an approximation of practice in a TeachLivETM setting using sentence frames to support English Language Learners' (ELLs') writing. Four elementary education preservice teachers participated in this study based on set inclusion criteria. This action research study included video-recorded approximations of practice, the sentence frames preservice teachers submitted in the skill seven module, reflective journaling, and analytic memoing. Instructional sequence analysis through transcription, holistic coding, message units, action units, interaction units, instructional sequences, and phase units were used to analyze the data and create instructional maps of the interactions. Findings showed improvements to my practice of using joint reflection with preservice teachers at each cycle. These improvements included decreasing the interruptions to the preservice teachers, supporting the preservice teachers in identifying the problem and multiple solutions, incorporating further reflection within reflection-on-action, holding the reflective conversation, and supporting judgment by identifying the pros and cons of each solution. Additionally, through the creation of instructional maps, I identified the reflective phase units, instructional sequences, and interactions made to engage in joint reflection with the preservice teachers. Looking more closely, using questioning as a reflective move facilitated reflection while informing provided the preservice teacher with content knowledge on using sentence frames with ELLs. These findings contribute to the field by demonstrating one way teacher educators can (a) incorporate reflection within their courses to develop preservice teachers' pedagogical skills and (b) the reflective moves that support joint reflection on pedagogical decisions between teacher educators and preservice teachers.

Notes

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Graduation Date

2021

Semester

Summer

Advisor

Gelfuso, Andrea

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Education; Reading Education

Format

application/pdf

Identifier

CFE0008698;DP0025429

URL

https://purls.library.ucf.edu/go/DP0025429

Language

English

Release Date

August 2021

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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