Real-Time Responsiveness: Exploring How Teams of Teachers Reason With Students' Ideas In Situ

• In Event: Professional Development Through a Social Justice Lens

Abstract

Responsive teaching, which foregrounds taking up and pursuing the substance of students’ ideas and the disciplinary connections therein, is becoming increasingly central to teacher education and professional development efforts but remains challenging to support. In this study, we examine varied opportunities for teams of secondary science teachers and coaches to collaboratively reason with students’ ideas in the context of job-embedded professional development. Specifically, we explore how the instructional adaptations and next steps teams propose relate to their noticings about student thinking, and how different kinds of structures, tools, and routines mediate reasoning with students’ ideas – providing insights into features and framings supportive of responsive teaching.

Authors

• Jennifer Richards, University of Washington

• Jessica J. Thompson, University of Washington