Poster #69 - The Recursive Process of Teacher Learning: "I Haven't Ever Been Taught This Stuff"

• In Event: 75.043 - MTCC Poster Session 17
  In Poster Session: 75.043-10 - Section 8 Poster Session 3

Abstract

This presentation describes a qualitative case study documenting one teacher’s process as she learned to teach with and about unfamiliar (to her) texts for her high school English class. Through situated learning theories, this study was positioned as one-on-one professional development mentoring and included researcher and teacher collaboration in multiple contexts including planning, teaching, and reflection. This study sought to address a gap in the literature in how the collaboration of teachers and researchers impacted the teacher’s learning process. Findings indicate collaborative, practice-based research models offer opportunities to provide teachers meaningful professional development experiences situated in classroom contexts.

Author

• Maria Hernandez Goff, California State University - Fresno