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

Andrea Caroline Bien, Boston University

Designing Teacher Education to Disrupt the Reproduction of Oppression in Practice - Deborah Loewenberg Ball, University of Michigan; Rosalie DeFino, University of Michigan - Ann Arbor; Lauren H. McMahon, University of Michigan - Ann Arbor; Lindsey Mann, University of Michigan; Darrius D Robinson, University of Michigan - Ann Arbor; Amber Willis, The University of Michigan; Charles Wilkes II, University of Michigan

Theorizing the Political and Ethical Dimensions of Teacher Learning Across Distinct Cases - Thomas M. Philip, University of California - Berkeley; Josephine Pham, University of California - Santa Cruz; Mallika Scott, California State University - Fullerton; Arturo Cortez, University of Colorado - Boulder

Gwen and Sally: A Tale of Two Theories of Teaching and the World - Maxine McKinney de Royston, University of Wisconsin - Madison

Ethnographic Praxis and Teacher Learning: Attuning to the Politics and Ethics of Pedagogy in Making - Shirin Vossoughi, Northwestern University; Alexis Papak, Northwestern University; Stephanie T. Jones, Northwestern University

Critical Relationality: Desettling Teacher-Student Relationships to Knowledge in STEM by Designing for Intellectual Humility - Maria C Olivares, Boston University; Eli Tucker-Raymond, Boston University; Brian E. Gravel, Tufts University; Ezra Gouvea, Tufts University

Wondering in Places: Culture, Ethics, and Complexity in Early Science Education - Jordan Darnell Sherry-Wagner, The University of Washington; Megan Bang, Northwestern University School of Education and Social Policy Learning Sciences; Carrie T. Tzou, University of Washington - Bothell

Justice Through Shimmers, Quivers, and Clings in Teacher Learning: Critical Affect Theory Toward Politically Engaged Teaching - Elizabeth Dutro, University of Colorado - Boulder; Ashley Cartun, University of Colorado - Boulder; Erica Caasi, University of Colorado - Boulder; Francisco Luis Torres

Critical Witnessing Through Middle School Engineering: Investigating How Youth Negotiate Collective Social Movement in Everyday School Science Practices - Edna Tan, University of North Carolina at Greensboro; Angela Calabrese Barton, University of Michigan; Christina Restrepo Nazar, California State University - Los Angeles; Kathleen Schenkel, San Diego State University

Teacher Shifts in Noticing Toward Rehumanizing Mathematics - Victoria M. Hand, University of Colorado - Boulder; Elizabeth A. van Es, University of California - Irvine; Elizabeth Mendoza, University of California - Irvine

Teacher Learning: Acting Into the Imaginative Force of Language - Beth M. Warren, Boston University; Andrea Caroline Bien, Boston University; Ann Rosebery, TERC; Catherine O'Connor, Boston University; Maria C Olivares, Boston University; Rebecca Gadd, Boston Public Schools

Partnering With School Leaders: Principal Assessments of Completers - Randy Wayne Hetherington, University of Portland; Jacqueline C. Waggoner, University of Portland; Hillary Merk, University of Portland; Bruce N. Weitzel, University of Portland; James Carroll, University of Portland

Teacher-Identified Barriers to and Supports for Digital Game-Based Learning in K–12 Classrooms - Jennifer Jenson, The University of British Columbia; Cristyne Hebert, University of Regina

Why Do Teachers Find Competency-Centered Instruction So Challenging? A Theoretical Account - James D. Slotta, University of Toronto; Cheryl Ann Madeira, University of Toronto/OISE; Maria Serevetas, University of Toronto - OISE; Jacque Berri, Tufts University Medical School; Leslie Schneider, Tufts University; Rosemary E. Evans, University of Toronto Schools