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Preparing in Advance to Respond In-the-Moment: Investigating Parallel Changes in Planning and Enactment in Teacher Professional Development

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Title: Preparing in Advance to Respond In-the-Moment: Investigating Parallel Changes in Planning and Enactment in Teacher Professional Development
Language: English
Authors: Sarah Schneider Kavanagh (ORCID 0000-0002-6645-3542), Katie A. Danielson, Elizabeth Schiavone Gotwalt
Source: Journal of Teacher Education. 2026 77(1):24-40.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
Descriptors: Faculty Development, Discussion (Teaching Technique), Teacher Collaboration, Lesson Plans, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Elementary School Teachers, Middle School Teachers, Classroom Communication
DOI: 10.1177/00224871221121767
ISSN: 0022-4871
1552-7816
Abstract: Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-planning and co-facilitating discussions with students. Findings indicate that, across 1 year, during co-facilitated classroom discussions, teacher talk decreased, while student talk increased. In a parallel finding, our analysis of co-planning sessions revealed that the ways teachers planned for discussions also changed. Teachers went from engaging only in what we call "proactive pedagogical reasoning" to balancing that with what we have come to call "responsive pedagogical reasoning."
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492934
Database: ERIC
FullText Text:
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  Data: Preparing in Advance to Respond In-the-Moment: Investigating Parallel Changes in Planning and Enactment in Teacher Professional Development
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  Data: <searchLink fieldCode="AR" term="%22Sarah+Schneider+Kavanagh%22">Sarah Schneider Kavanagh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6645-3542">0000-0002-6645-3542</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katie+A%2E+Danielson%22">Katie A. Danielson</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+Schiavone+Gotwalt%22">Elizabeth Schiavone Gotwalt</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education%22"><i>Journal of Teacher Education</i></searchLink>. 2026 77(1):24-40.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 17
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink>
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  Data: 10.1177/00224871221121767
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  Data: 0022-4871<br />1552-7816
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-planning and co-facilitating discussions with students. Findings indicate that, across 1 year, during co-facilitated classroom discussions, teacher talk decreased, while student talk increased. In a parallel finding, our analysis of co-planning sessions revealed that the ways teachers planned for discussions also changed. Teachers went from engaging only in what we call "proactive pedagogical reasoning" to balancing that with what we have come to call "responsive pedagogical reasoning."
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1492934
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        Value: 10.1177/00224871221121767
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      – Text: English
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        PageCount: 17
        StartPage: 24
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      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Discussion (Teaching Technique)
        Type: general
      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Lesson Plans
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      – SubjectFull: Grade 4
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      – SubjectFull: Grade 5
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      – SubjectFull: Grade 6
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      – SubjectFull: Grade 7
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      – SubjectFull: Grade 8
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Middle School Teachers
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      – SubjectFull: Classroom Communication
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      – TitleFull: Preparing in Advance to Respond In-the-Moment: Investigating Parallel Changes in Planning and Enactment in Teacher Professional Development
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