Authors

Denise Lindstrom, West Virginia UniversityFollow
Gwendolyn Jones, Bridgewater CollegeFollow
Joshua Hertlein, West Virginia UniversityFollow
Meredith Thompson, Massachusetts Institute of TechnologyFollow

Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations

Abstract

Faculty from three different teacher preparation programs implemented classroom scenarios to help preservice teachers practice holding difficult conversations with students. The goal was to enhance critical reflection and discussion around creating culturally responsive classrooms to change preservice teacher conceptions of effective teachers' qualities. Results indicate that preservice teacher conceptions of effective teachers shifted from a focus on personal attributes to teaching skills. This study addresses the need for practice-based teacher education that has advanced in parallel with efforts to find new ways to the practical knowledge needed to be culturally responsive teachers.

Recommended Citation

Lindstrom, D., Jones, G., Hertlein, J., & Thompson, M. (2021). Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations. Australian Journal of Teacher Education, 46(12). https://doi.org/10.14221/ajte.2021v46n12.2