Learning to let go: Transformations in teachers’ pedagogical reasoning about classroom discussion

While teacher education researchers debate whether organizing teacher learning opportunities around practices sidelines pedagogical reasoning, limited empirical research has investigated this concern. Using video stimulated recall interviews (VSRI) with grades 4–8 literacy teachers across their engagement in a two-year, practice-based, professional development (PBPD) program focused on facilitating text-based discussions, this study investigates teachers' pedagogical reasoning. Findings indicate that while teachers' PBPD was anchored in practices, teachers’ instructional goals went through striking shifts alongside their practices. The most striking shift was in the goals that teachers abandoned, rather than the ones they adopted. Results suggest that focusing on practices does not necessarily displace a focus on purposes. Highlights • Teacher goals and strategies change over time. • Teacher PD can lead to both the adoption and abandonment of strategies. • Teachers benefit from focusing on one practice over time. • Study informs design of PD that supports teacher decision-making, not just technique. • Study speaks to the importance of scaffolded reflection and professional dialogue in teacher professional learning.