Understanding and Supporting Teaching Practice: Multiple Perspectives

Session Submission Type: Symposium

Abstract

This international symposium brings together four research teams that are attempting to address, from different perspectives, the issues of decomposition and design associated
with the development of pedagogies of enactment in the domains of mathematics, science, and English. The success of this emerging movement to focus on enabling beginning and
experienced teachers to learn how to perform teaching practices in particular contexts rests on the decomposition of teaching practices into comprehensible and authentic units
and the design of pedagogical representations of these units of practice (e.g., descriptions, models, and occasions for practice) for engaging teachers. Thus, scholarship on understanding the nature of teaching practice and how to support its learning is of central importance.

Sub Unit

• Division K - Teaching and Teacher Education / Section 5: Preservice Teacher Education Coursework: Practices to Improve Teacher Knowledge, Understanding, and Application of Subject Matter, Content, and Pedagogical Practices

Chair

• Walter Doyle, The University of Arizona

Papers

• Targeting Core Practices for Enactment in Professional Development - Pamela L. Grossman, Stanford University

• Bounded Rationality and the Task of Enactment - Fred Janssen, Leiden University; Hanna Westbroek, VU University Amsterdam

• Mapping the Discourses of Practice - Walter Doyle, The University of Arizona; Kristin L. Gunckel, The University of Arizona; Marcy B. Wood, The University of Arizona; Erin Turner, The University of Arizona

• Enacting Pedagogies of Practice: Teaching Beginners to Teach Mathematics - Laurie Sleep, University of Michigan; Timothy A. Boerst, University of Michigan

Discussant

• Mary M. Kennedy, Michigan State University