63.041 - Collaborative and Interdisciplinary Work by Teacher Educators as Researchers: A Response to Difficult Times

Session Type: Symposium

Abstract

This session derives from an interdisciplinary, collaborative research project involving sixteen teacher educators and practitioners. We are linking the critical resources of philosophy with lines of research that seek to illuminate just and effective educational practices. Our co-presentations demonstrate how philosophical analysis can assist teacher educators, teachers, and candidates in approaching teaching as a dynamic epistemic, ethical, and social practice. Two presentations feature a teacher educator rooted in philosophy of education collaborating with a school principal; the third features two teacher educators grounded in philosophy and research on mathematics education. They examine Core Practices, reflection-in-action, and dominant images of educational ‘success’. Two discussants – one a scholar of social studies education and one of philosophy of education – comment and raise questions.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 10: Teacher Educator Learning and Practice

Chair

• David T. Hansen, Teachers College, Columbia University

Papers

• A Wild Patience Is Called For: Developing the Transformative Potential of Core Practices - Jeffery M. Frank, St. Lawrence University; Joe McDonough, Canton Central School

• Interruptions: Revitalizing Teacher Agency and Reflection-in-Action in the Classroom - Cara Elizabeth Furman, University of Maine at Farmington; Shannon Larsen, University of Maine at Farmington

• Nudging the Opportunity Structure: A Modest and Grand Aim for Educational Foundations Courses - John Peter Fantuzzo, Valparaiso University; Mark Dixon, Montgomery School

Discussants

• Margaret S. Crocco, Michigan State University

• David T. Hansen, Teachers College, Columbia University