Shaping Teacher Knowledge Across Landscapes of Space and Time

• In Event: 51.081 - Sheraton Roundtable Session Nine - Grand Centre
  In Roundtable Session: 51.081-8 - Stories of Teacher Identity Formation

Abstract

Teacher knowledge is understood as a nuanced and complex set of interrelated knowledge bases – involving content and pedagogy. In what ways might we see influences of landscapes infusing the teacher knowledge at play in classroom interactions with and around children? In this work, we consider how we might draw upon understandings about landscape and teacher knowledge to better inform professional development and teacher education, as a means of better preparing teachers for school contexts different from their prior school experiences.

Authors

• Vicki Ross, Northern Arizona University

• Elaine Chan, University of Nebraska - Lincoln