Wait. What Is Going On Here? The Disruptive Potential of Preservice Teachers' Close Attention to Dense Records of Educational Practice

• In Event: 65.079 - Roundtable Session 23
  In Roundtable Session: 65.079-1 - Preservice Teacher Reflection on Praxis and Growth

Abstract

In this study, we investigated the content and consequences of disruptive events, or “frame clashes,” (Agar, 1994; Bateson, 1972; Goffman, 1974; Tannen, 1979) brought about during teacher candidates’ close and sustained analysis of “dense” records of educational practice (e.g., videorecordings, audiorecordings, complex texts, etc.) conducted as part of their work toward a Master’s in Education in Teaching (M.Ed.) degree. Analysis of teacher candidate work and conversation shows a shift in attention from trying to solve the perceived problems of teaching to trying to understand what students are doing and learning. The paper concludes by considering a possible challenge, or at least important addition, to existing approaches to pre-service teacher learning to include the education of attention.

Authors

• Victoria Harvey, University of California - Santa Barbara

• Jason Duque, University of California - Santa Barbara

• Eva Maria Oxelson, University of California - Santa Barbara

• Jennifer Noel Scalzo, University of California - Santa Barbara