Pre- and in-Service Teachers Reading and Discussing Informational Texts

This study investigates U.S. elementary (kindergarten-Grade 6, ages5-12) pre- and in-service teachers’ discussions of informational texts to understandcurrent practices and identify needs with respect to how teachers support students inbuilding knowledge from complex informational text as specified in the grade-levelexpectations of the Common Core State Standards adopted in many U.S. states. Transcriptsand reflections from 17 in-service and 31 pre-service teachers’ informational textdiscussions were analyzed for teachers’ focus on the text, background knowledge, andtext/background knowledge. In addition, transcripts were analyzed for the types of textideas teachers targeted (details/main ideas), the comprehension demands placed onstudents, how teachers used follow-up moves to encourage higher level thinking, and howteachers use transcripts of their discussions to analyze and critique their ownpractice. Findings suggest that both pre- and in-service teachers draw heavily onstudents’ background knowledge and text details in their questioning; but differencesexist in how pre- and in-service teachers use follow-up responses to promote knowledgebuilding. Findings also suggest that both pre- and in-service teachers can use theirtranscripts to recognize areas of need, and offer themselves suggestions to bettersupport students’ understanding. Implications are offered for teacher education andprofessional development