Position and sensemaking in rehearsal debrief discussions

Abstract

Following rehearsals of instructional practices, teacher educators often facilitate debrief discussions for participants to reflect on and make sense of their experience. This study explores the ways in which rehearsing and non-rehearsing teachers, who act as teachers and students respectively, make sense of that experience collectively and how their positions as teachers and students are reflected in their talk. Data from eight rehearsal debriefs conducted with in-service secondary mathematics teachers during practice-based professional development are examined.