1. Walter Doyle and Bruce Johnson University of Arizona Beyond Bridging NSF Award DRL-1019860

2. Learning Environments in Teacher Preparation Classroom learning environments & interpersonal realti0nships Teacher preparation – mostly pre-service teachers’ views on classroom learning environments (see Johnson & McClure, 2004; Van Petegem, Donche & Vanhoof, 2005) Need to study learning environments and interpersonal relationships in teacher preparation Beyond Bridging NSF Award DRL-1019860

3. Traditional Teacher Preparation Two separate learning environments – methods courses and classroom field experiences Each with own norms, practices & discourses Gap between what is taught in methods courses & what is experienced in field work classrooms is great Pre-service teachers negotiate the gap on their own. Beyond Bridging NSF Award DRL-1019860

4. Beyond Bridging Purpose: to go beyond bridging the gap by bringing the discourses together, blurring the boundaries Grounded in a “third-space” discourse framework (Moje, Collazo, Carrillo, & Marx, 2001) Emphasis on co-educational spaces that bring teacher educators, mentors, and preservice teachers together Beyond Bridging NSF Award DRL-1019860

5. Data Sources Initial data analyses of three project events: Co-educational sessions in mathematics and science methods courses Professional development sessions Summer institutes for mentors and preservice teachers Analysis focus on “episodes of pedagogical reasoning” Horn (2010) Beyond Bridging NSF Award DRL-1019860

6. Complexity Interpersonal relationships are complex for participants in teacher education Pre-service teachers interact with university instructors, mentor teachers, other teachers & administrators Mentor teachers interact with multiple pre-service teachers, university educators, fellow teachers, administrators University instructors interact with pre-service teachers, mentor teachers, fellow instructors, administrators. Beyond Bridging NSF Award DRL-1019860

7. Visibility Co-educational settings increase substantially the visibility (and thus scrutiny) of participants Pre-service teachers can no longer adopt two different discourses for methods and field work Mentor teachers’ practice & reasoning are visible to colleagues, preservice teachers & university faculty Methods instructors’ ideas and approaches are visible to colleagues & to experienced mentor teachers Beyond Bridging NSF Award DRL-1019860

8. Implications of Visibility Teacher education reform moving toward more co- education (see, for example, Horn, Nolen, & Ward, 2008; Thompson, Windschitl, & Braaten, 2010) Visibility is inherent in co-education There are consequences to visibility New issues to face Clear benefits Beyond Bridging NSF Award DRL-1019860

9. Interpersonal Dynamics New issues to face - Role dynamics Mentor teachers are also learners and teacher educators Pre-service teachers sometimes reluctant to take the floor in front of experienced teachers Benefits - Highlighting differences in discourse Math problem example Science planning example Beyond Bridging NSF Award DRL-1019860

10. Math Problem Problem posed to mentor/pre-service teams: Tim has 2 snakes. One is 3 times longer than the other. The shorter snake is 1 foot long. How long is the other one? Teacher educators hoped to focus on examining problem structures and student difficulties in reasoning Mentor teachers focused on confusion because of the “2” that would not end up in the algorithm. Beyond Bridging NSF Award DRL-1019860

11. Science Planning Pre-service teachers & mentors co-planning – analyzing a lesson Pre-service teachers simply wanted to correctly answer the questions in the analysis guide Mentor teachers provided rich input on that helped pre-service teachers understand that simple answers would not be sufficient Beyond Bridging NSF Award DRL-1019860

12. Benefits - Discourse Revealed Traditional teacher preparation – these conversations would either be hidden or would not happen Math Problem – typically a conversation that would take place in the mentor’s classroom and so be inaccessible to the teacher educators– here it was revealed, so we can see and grapple with differences Science Planning – typically pre-service teachers would do the analysis in methods class or as homework and miss the input of teachers Beyond Bridging NSF Award DRL-1019860

13. Studying Visibility Early on – pre-service teachers pushed back on data collection Too much video & audio recording Too many “strangers” (researchers) Feeling of being “experimented on” Beyond Bridging NSF Award DRL-1019860

14. Studying Visibility In that context, difficult to find out more about participants feelings about increased visibility How to do that without increasing data collection even more? Would direct questions even be valid? Beyond Bridging NSF Award DRL-1019860

15. Visibility and Data Collection Suggestions? Beyond Bridging NSF Award DRL-1019860

16. This material is based upon work supported by the National Science Foundation under Grant No. DRL- 1019860. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. For information or a copy of the paper, contact Bruce Johnson, PI, at brucej@email.arizona.edu. Beyond Bridging NSF Award DRL-1019860