Abstract
This study included four preservice interns at a Midwestern university in the United States who were learning to facilitate interactive discussions in English language arts. The authors investigated how the interns' perceptions of their self-selected audience influenced what they noticed, talked about, and learned as they constructed a video case about their teaching. Two interns identified themselves as the audience and problematized specific aspects of their lesson, whereas two others “showcased” themselves in a positive light for a public audience. All interns gained insights about their teaching as they constructed their case. Implications for teacher education and future research directions are discussed.
Notes
1Pseudonyms are used for all participants in the study.
2This strategy has students consider the mode, audience, purpose, and situation for anything they might consider to be a “text.”