Teacher Cognition of Students (Dis)Engagement Focusing on Behavioral Engagement

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-16 - Various Approaches to Reflecting on, Measuring, and Sharing Teacher Identities

Abstract

This qualitative study explores a dialogic professional development project for newly inducted teachers, all graduates of the same school of education, that included teachers sharing their teaching successes and challenges with one another. A central dilemma for participants was student disengagement. Analysis of teachers' discourse revealed teachers’ limited perception of student (dis)engagement which solely focused on student behavioral engagement at the expense of emotional and cognitive engagement, its causes and solutions, leading us to reconsider the ways we focus on (dis)engagement in teacher preparation.

Authors

• Soojin Lee, University of North Carolina - Chapel Hill

• Jocelyn A. Glazier, University of North Carolina - Chapel Hill