Complexity, Coherence, and Reconstruals of Knowledge and Practice in Curricular Conversations in Teacher Education

• In Event: 68.060 - Roundtable Session 29
  In Roundtable Session: 68.060-17 - Pedagogical Approaches to Support English Language Arts Preservice Teacher Learning

Abstract

In a teacher inquiry course in a California teacher education program, the project contributed to preservice teachers’ (PSTs’) knowledge, practice, and agency as adaptive and responsive educators, as they took on extended study of a problem area that emerged in their practice teaching in area schools. The project saturated the learning space with knowledge resources and fostered mapping of linkages among components of a challenging ELA curricular domain. Our purposes were to deepen PSTs’ knowledge of a curricular domain, of how diverse students engage it, and how to engage a resource-rich knowledge network in service of that knowledge development. We also sought to understand how resources, inquiry tools, and figure-making contributed to knowledge development and reconstruals of knowledge and practice.

Authors

• Steven Z. Athanases, University of California - Davis

• Lee Michael Martin, University of California - Davis

• Crystal Bronte Gray, University of California - Davis

• Sergio L. Sanchez, University of California - Davis