How Preservice Teachers Use Learner Knowledge for Planning and In-the-Moment Teaching Decisions During Guided Reading

Abstract

In this qualitative case study, the authors examined how university preservice teachers enrolled in a reading methods course planned and taught guided reading lessons to Kindergarteners attending a local school. Using knowledge of the learner as their guide for pedagogical decisions, participants reveal what the authors believe is an indication of how developmentally appropriate decision making skills develop among early career teachers. Participants display decisions, both in-the-moment and in planning, that showcase focused efforts to notice and utilize information about their learners to drive instruction. Researchers examined what types of decisions preservice teachers made in addition to what element of the learner each decision pertained to. PSTs drew upon these various facets of the learner to plan and teach their guided reading lessons. Keywords: preservice teachers, decision making, guided reading, learner knowledge, adaptive teaching