Complex Practice in Teacher Education and Rehearsals of Teaching
Explore the concept of complex practice in teacher education through rehearsals of teaching. Novices engage in simulating and analyzing interactive teaching, shaping their skills for classroom enactment. Deliberate practice and adaptive performance play key roles in improving teaching performance incrementally.
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Rehearsals of Teaching: A Simulation of Complex Practice Hala Ghousseini University of Wisconsin-Madison & The Learning In, From, and For Practice Project Simulations in Teacher Education Conference, Louisville, KY Feb 19-21, 2019
Learning in, from, and for teaching practice Rethinking the design of teacher education Magdalene Lampert, Hala Ghousseini, Heather Beasley, Megan Franke, Angela Chan Turrou, Elham Kazemi, Adrian Cunard University of Michigan University of Washington University of Wisconsin University of California, Los Angeles
Cycles of Enactment and Investigation next cycle 1 OBSERVATION 6 COLLECTIVE ANALYSIS 2 COLLECTIVE ANALYSIS SAME INSTRUCTIONAL ACTIVITY ACROSS SETTINGS Math Content, Practices, & Principles 5 CLASSROOM ENACTMENT 3 PREPARATION 4 REHEARSAL
Rehearsals of Teaching Novices engage in (both) simulating and analyzing manageable chunks of interactive teaching before enacting them with students in classrooms Picture which demonstrates rehearsal. A novice teacher leads an instructional activity while other novices and the teacher educator participate as students. Involve more than one novice teacher (NT) and a teacher educator (TE) One NT (or more) participates as teacher; others participate as students TE acts both as coach and simulated student Not scripted; involve improvised performance and authentic complexities Involve several pauses to allow for analysis & feedback Involve deliberate practice and incremental improvement of performance (Lampert et al., 2013) 4
Rehearsals are shaped by many factors Who the novice teachers are and where they are in their learning to teach The novices experience with an instructional activity The culture that is promoted and maintained for making one s practice public By how close they are to enactments in actual classrooms
Theory of Action Deliberate Practice involves carefully sequenced structured (practice) experiences aimed at developing targeted skills, with the aim of incrementally improving performance in response to knowledge of results, feedback (or both) from a teacher/coach. (Ericsson, Krampe, & Tesch-Romer, 1993) Adaptive Performance: The back and forth between experience and reflection on enactments of a skill and resulting consequences (Hatano & Inagaki, 1986) builds an iterative and interactive relationship between knowledge and principles on the one hand, and practical tools or skills on the other.
Deliberate Practice Inside Rehearsal Professional knowledge and commitments related to ambitious teaching Adaptive performance: knowing not only a skill but also the conceptual underpinning that guides its use Instructional Practice(s) Instructor (and others) Instructor (and others) Problem of practice Objectives of Activity + Teacher
Deliberate Practice through the Cycle next cycle 1 OBSERVATION 6 COLLECTIVE ANALYSIS 2 COLLECTIVE ANALYSIS SAME INSTRUCTIONAL ACTIVITY ACROSS SETTINGS Math content Practices Principles 5 CLASSROOM ENACTMENT 3 PREPARATION 4 REHEARSAL
