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Supporting Dialogically Organized Instruction in an English Teacher Preparation Program: A Video-Based, Web 2.0-Mediated Response and Revision Pedagogy


by Mary M. Juzwik, Michael B. Sherry, Samantha Caughlan, Anne Heintz & Carlin Borsheim-Black — 2012

Background/Context: This paper theorizes and describes a program-wide pedagogical design for teacher preparation that addresses central problems related to supporting beginning teacher candidates in designing engaging classroom interactions in and across diverse contexts.

Focus of Study: In particular, we aimed to support the development of dialogically-organized classroom interactions over time through a pedagogy informed by Multiliteracies. Our pedagogy involved a Web 2.0-mediated process of Video-Based Response and Revision (VBRR), developed and implemented over two years with secondary English teacher candidates at Michigan State University engaged in fifth-year internships in local secondary schools.

Project Design: Four times over the course of their year-long internships, teacher candidates recorded video of their teaching, posted clips and other related materials to an online social network, commented on each others' practices, and reflected on how they might implement the feedback they received from their peers and instructors. In addition, they created an end-of-year “digital reflection” drawing on all of these materials.

Conclusions/ Recommendations: Based upon analysis of teacher candidates' moves within the structure of the pedagogical design, we present pedagogical and programmatic considerations for teacher educators interested in designing learning environments that make beginning teacher practices visible in networked spaces, that invite collaborative responses to those practices, and that create opportunities for transformed practices.



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Cite This Article as: Teachers College Record Volume 114 Number 3, 2012, p. 1-42
http://www.tcrecord.org ID Number: 16291, Date Accessed: 9/16/2014 3:24:58 AM

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About the Author
  • Mary Juzwik
    Michigan State University
    E-mail Author
    MARY M. JUZWIK is an associate professor of Language and Literacy in the Department of Teacher Education at Michigan State University. Her current research interests include linguistic and cultural diversity in English classrooms; writing theory and instruction; teacher identity; ways of reading, writing, and talking about the Holocaust in classrooms; and ways of supporting dialogically organized instructional practices in teaching and teacher preparation. She has published her research in such journals as American Educational Research Journal, Educational Researcher, Linguistics and Education, Teaching and Teacher Education, and Written Communication. She recently published The Rhetoric of Teaching: Understanding the Dynamics of Holocaust Narratives in an English Classroom and Narrative Discourse Analysis for Teacher Educators: Managing Cultural Differences in Classrooms (both on Hampton Press).
  • Michael Sherry
    Bloomsburg University of Pennsylvania
    MICHAEL B. SHERRY is an assistant professor in the English department at Bloomsburg University of Pennsylania. At Michigan State, he taught English education courses using video and Web 2.0 technologies that allowed teacher candidates to post, annotate, and comment on examples of each others' teaching materials and practices, and later served as tech assistant to the Video-Based Response and Revision team. His research addresses how teachers and students learn to manage the unexpectedness of dialogic instructional practices like discussion, and his work has appeared in English Education and American Educational Research Journal.
  • Samantha Caughlan
    Michigan State University
    E-mail Author
    SAMANTHA CAUGHLAN is an assistant professor in the Teacher Education department at Michigan State University, where she is co-coordinator of the secondary English Education program in the Department of Teacher Education. Her research interests include the development of classroom discourse practices during pre-service teaching, English teachers’ subject matter knowledge, and the effects of policy on the concept of teacher professionalism. Her work has appeared in Research in the Teaching of English, English Education, and Educational Policy Analysis Archives.
  • Anne Heintz
    Michigan State University
    ANNE HEINTZ teaches in the Department of Teacher Education at Michigan State University. Her research interests include studying the use of technologies and the arts for literacy learning in educational and community settings. Her work has appeared in Contemporary Issues in Technology and Teacher Education and The Journal of Education.
  • Carlin Borsheim-Black
    Michigan State University
    CARLIN BORSHEIM-BLACK is a doctoral candidate in Curriculum, Instruction, and Teacher Education at Michigan State University. Her research interests include critical multiculturalism, critical pedagogy and multiliteracies – especially as they relate to secondary English education. Before entering the doctoral program, Carlin taught English, Drama and Creative Writing in high schools in Michigan and Ohio. She continues to work as a teacher consultant with the Red Cedar Writing Project in East Lansing, MI and has published articles in national journals including English Journal.
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