Developmental Trajectories, Disciplinary Practices, and Sites of Practice in Novice Teacher Learning

Hundley, Melanie; Palmeri, Amy; Hostetler, Andrew L.; Johnson, Heather; Dunleavy, Teresa K.; Self, Elizabeth A.

doi:10.4018/978-1-5225-3068-8.ch010

Cited by 5 publications

(5 citation statements)

References 27 publications

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“…Indeed, the teacher education program seeks to build on the attunements students develop in this course to recognize K‐12 students' diverse sensemaking repertoires in other courses, namely science literacies and methods, through discussions of classroom video cases and video clubs (Johnson & Mawyer, 2019). In the methods and practicum course, instructors build on students' attunements to heterogeneity to help them develop pedagogical practices that make space for students' diverse ways of knowing, communicating, and relating (Hundley, et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Their concurrent or later teacher education courses build on these connections by highlighting how authoring and enacting one's identities is fundamental to learning across subjects. In their methods courses, instructors support students to develop lessons that meaningfully incorporate aspects of their students' identities in their scientific work (Hundley, et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

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Fostering expansive and connective sensemaking with preservice secondary science teachers

Watkins,

De Lucca,

Pao

2023

J Res Sci Teach

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Preservice secondary science teachers often experience science learning in narrow and marginalizing ways in their science preparation. These experiences cause harm, particularly for preservice teachers of color. They also limit the disciplinary resources they can develop for later teaching science in ways that value and sustain their students' ways of knowing and being in the world. Our research explores possibilities for cultivating new spaces for preservice secondary science teachers to engage in science. In a content‐focused education course, we designed for and studied preservice teachers' engagement in expansive and connective sensemaking, incorporating heterogeneity, power, and historicity in pursuits of explanatory accounts of the natural world. In this article, we examined how this course design can support preservice teachers to attune to heterogeneity in ways of knowing in science and to connect to identity and historicity in scientific sensemaking. Our analysis suggests that students' final projects reflected attunements to diverse knowing, communicating, and relating in science and deep connections with their identities and future‐making, yet had fewer connections to sociohistorical narratives and structures. We developed illustrative case studies of four student projects, highlighting the personal, social, and political possibilities of creating space for future educators to imagine more expansive and connective forms of science. This study contributes a novel model for preservice science teacher education to support teacher learning to value and sustain their students' ways of knowing and being in the world.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Fostering expansive and connective sensemaking with preservice secondary science teachers

Watkins,

De Lucca,

Pao

2023

J Res Sci Teach

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“…The course has grown up in friendly soil, and I owe the privilege of developing and offering it to the program's commitment to blending specific disciplinary forms of inquiry with reflections on teaching and learning (cf. Hundley et al, 2018). The course design itself has built upon prior work by eminent researchers in mathematics education such as Pat Thompson, Rogers Hall, and especially Rich Lehrer.…”

Section: Pedagogical Frameworkmentioning

confidence: 99%

Making mathematics together by modeling shared experiences

Brady

2023

Front. Educ.

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IntroductionThis article illustrates a pedagogical approach to integrating models and modeling in Geometry with mathematics teacher-learners (MTLs). It analyzes the work of MTLs in a course titled “Computers, Teaching, and Mathematical Visualization” (or “MathViz”), which is designed to engage MTLs in making mathematics together. They use a range of both physical and virtual models of 2-manifolds to formulate and investigate geometric conjectures of their own.ObjectivesThe article articulates the theoretical basis and design rationale of MathViz; it analyzes illustrative examples of the discourse produced in collaborative investigations; and it describes the impact of this approach in the students’ own voices.MethodsMathViz has been iteratively refined and researched over the past 6 years. This study focuses on one iteration, aiming to capture the phenomenological experience of the MTLs as they structured and pursued their own mathematical investigations. Video data from two class sessions of the Fall 2021 iteration of the course are analyzed to illustrate the discourse of collaborating students and the nature of their shared inquiry. Excerpts from this class’s Learning Journals are then analyzed to capture themes across students’ experience of the course and their perspectives on its impact.ResultsAnalysis of students’ discourse (while investigating cones) shows how they used models and gesture to make sense of geometric phenomena; forged connections with investigations they had conducted throughout the course on different surfaces; and articulated and proved mathematical conjectures of their own. Analysis of students’ Learning Journals illustrates how experiences in MathViz contributed to their conceptualization of making mathematics together, using a variety of models and technologies, and developing a set of practices that that they could introduce with their future students.DiscussionAn argument is made that this approach to collective mathematical investigation is not only viable and valuable for MTLs, but is also relevant to philosophical reflections about the nature of mathematical knowledge-creation.

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“…To support PTs' learning in about disciplinary literacy, research on teachers' professional learning repeatedly highlights that teachers can learn about disciplinary thinking through their own engagement in disciplinary work, as such engagement can help PTs to become more aware of disciplinary practices and tools (Hundley et al, 2018;Gibbons and Cobb, 2017;Whitney, 2008;Whyte et al, 2007;Borko, 2004;Lieberman and Wood, 2003). Such awareness then "becomes a foundation upon which [PTs] build pedagogical practices to support the same kind of learning in their students" (Hundley et al, 2018, p. 162).…”

Section: Collaborative Engagement In Disciplinary Work As a Support F...mentioning

confidence: 99%

Collaborative literary reasoning as a support for preservice English language arts teachers' learning about disciplinary literacy

Kane

Keene

Reynolds

2022

ETPC

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Purpose The purpose of this study is to understand how preservice teachers (PTs) learn about disciplinary literacy in English language arts (ELA). In mathematics and writing, research has found that teachers’ participation in disciplinary work can support their understanding of domain-specific inquiry, problem-solving and argumentation. Design/methodology/approach This exploratory, qualitative case study of an English methods course extends that work into ELA, asking how PTs’ participation in collaborative literary reasoning (CLR) influences their understanding of ELA as a discipline and their instructional planning processes. Findings Findings indicate that CLR supported PTs to define ELA as a collaborative discipline in which multiple interpretations of literature are valued; to name specific disciplinary literacy practices; to identify a focus and purpose for teachers’ design and revision of lesson plans; and to inform their thinking about text selection and complexity. Originality/value This work highlights the potential of collaborative literary reasoning to support PTs’ learning about disciplinary literacy instruction.

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Developmental Trajectories, Disciplinary Practices, and Sites of Practice in Novice Teacher Learning

Cited by 5 publications

References 27 publications

Fostering expansive and connective sensemaking with preservice secondary science teachers

Fostering expansive and connective sensemaking with preservice secondary science teachers

Making mathematics together by modeling shared experiences

Collaborative literary reasoning as a support for preservice English language arts teachers' learning about disciplinary literacy

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