In this article, we consider how rounds, as organizational routines, work to socialize new teachers into the profession and how rounds function to conserve or transform the practice of teaching. To do so, we analyze data on three cohorts of preservice teachers' participation in rounds as part of their student teaching experience in a university-based preparation program. We highlight aspects of the rounds routine that make room for the possibility of transformation of practice. We conclude by considering how teacher educators can enact rounds in ways that contribute to new teachers' growth and development as reflective, inquiry-minded practitioners while being aware of the hidden curriculum and socializing capacity of rounds.
- Instructional rounds
- New teacher socialization
- Organizational routines
- Teacher education/teacher preparation
ASJC Scopus subject areas