Supporting Dialogue, Concept Development, and Confidence to Transcend Assessment-Driven Instruction

• In Event: 35.078 - MTCC Roundtable Session 14
  In Roundtable Session: 35.078-3 - Field Experiences That Foster Culturally Relevant Educators

Abstract

This paper explores a longitudinal study of teacher candidates’ efforts to manage standardized curricula while learning to enact the tenets of dialogic pedagogy. It highlights the persistent problems created by reforms that make assessment-driven teaching the primary mode of schooling in the United States. Using data and understandings from this study as a starting point, this paper will support discussion amongst the participants about how researchers might facilitate dialogue among individuals with competing ideologies in the “post truth” era. Discussion will focus on how researchers can make the complex struggles of those who are in the classroom visible so that their narratives invite dialogue about how schools can transcend assessment-driven instruction and provide culturally sustaining opportunities for all students.

Authors

• Trevor Thomas Stewart, Virginia Polytechnic Institute and State University

• Jim Hill, Virginia Polytechnic Institute and State University