Using uncertainty as a learning opportunity during pre-lesson conferences in the teaching practicum

Teacher learning in communities of practice: The affordances of co‐planning for novice and veteran teachers' learning

“…This is, of course, not necessarily true for all novice teachers and, as we argue above, may be promoted by planning a lesson for the novice teacher to implement. Moreover, in such positioning, the novice's uncertainty is acknowledged as productive for learning and instructional improvement (Costache et al, 2019, p. 2). Indeed, teacher training and PD designs such as Lesson Study (Fernandez, 2002.)…”

“…Indeed, in the presence of more experienced colleagues, novices may refrain from sharing, inquiring, and negatively reflecting on their work (Charteris & Smardon, 2015). Likewise, veterans, who are perceived as accomplished professionals and whose role is to socialize novices (Liu, 2013) or help them solve problems (Goh & Fang, 2017), often avoid sharing their difficulties and exposing their uncertainties (Costache, Becker, Staub, & Mainhard, 2019; Zhang, Lundeberg, & Eberhardt, 2011). Veteran teachers tend to be more dominant in professional discussions then novice teachers in terms of number and length of speech utterances (Liu, 2013), and they tend to provide advice (Spillane et al, 2018), give answers, and guide the novice teachers (Horn & Little, 2010).…”

“…However, collaborative examination of teachers' classroom instruction entails personal exposure and might, therefore, be highly face threatening. In contrast, pre‐teaching collaborative activities for instructional preparation, such as discussing mathematical problems (Koellner et al, 2007), reading professional literature (Crespo, 2006) or pre‐lesson discussions (Costache et al, 2019), have been shown to be less threatening and may therefore better support collaborative reflective inquiry (Kim et al, 2018). Furthermore, the rapid pace of classroom events and immediacy with which teachers must respond to them make collaborative lesson planning—including envisioning how the lesson will unfold and preparing a range of responses to future events (Kennedy, 2006; Yinger, 1980)—extremely valuable for developing adaptive expertise.…”

“…Planning with a more experienced peer has been shown to be particularly fruitful when the veteran acts as a “critical friend” who does not necessarily praise the novice or adopt an expert knowledgeable line according to which she is expected to know and to tell. Rather, the veteran promotes the novice's learning by “question[ing the latter's] decisions, and encouraging meaningful reflection” (Costache et al, 2019, pp.13–14).…”

Development of Group-Based Differentiated Learning (GBDL) Models

“…The essence of the model was learning based on students' and cooperative differences. Several assumptions underlie this learning, including 1) Individual development is a matter that needs to be considered in teaching, in this case, the position of students as individuals and social beings who need to socialize [24], [25]; 2) in learning it is necessary to develop democratic processes that can be carried out by students through scientific methods, [26]; 3) through group study, students can exchange knowledge, experience, and views, develop feelings, attitudes, and beliefs, working together and increasing motivation [14]; 4) 11-15 years old children, including those in the formal operation phase, have stages of intellectual development that need problemsolving techniques in learning (Piaget); 5) learning implementation needs to recognize and develop students 'abilities based on their multiple intelligence [13].…”