Creating Spaces for Interrogating and Transforming Practice and Identity: Learning About Practice in Practice

• In Event: Roundtable Session 1
  In Roundtable Session: From Theory to Practice: Transformations in Preservice Teacher Practice

Abstract

This study investigated the written interactions between pre-service teachers and sixth grade mathematics students engaged in problem solving and explored how the context(s) and various discourses utilized influenced their positionings, identity construction, and learning. Prospective teachers collaboratively explored and questioned the complexities of teaching for understanding in alternative spaces and attempted to negotiate the tensions between new and more traditional pedagogies, as well as the narratives they had constructed during their extensive “apprenticeship of observation.” The implications for the design of teacher education programs with regard to coursework and field placements are discussed.

Authors

• Johnna Bolyard, West Virginia University

• Sharon B. Hayes, West Virginia University

• Sararose Lynch, Westminister College