Teachers' Sense-Making of Biography-Driven Professional Development for Culturally and Linguistically Diverse Students

• In Event: Teachers and Students of Color: Race and Identities in K–12 and Higher Education

Abstract

This qualitive case study documented the sensemaking processes of 18 elementary teachers as they understood, interpreted, and applied biography-driven instruction (Herrera, 2016) to their classroom practice. Data were collected through semi-structured interviews. Descriptive analysis of teacher experiences in implementing BDI yielded themes within three categories: benefits, challenges, and goals. Sensemaking theory was an effective theoretical framework for discovering how educators become BDI teachers. Sense-breaking evidence indicated that participants now were appreciating students’ background knowledge and providing more intentional opportunities for student expression. Sense-giving occurred during social interactions when planning with the grade-level team and conferring with others. Sense-taking transpired when drawing inspiration from peers or distinguishing themselves from colleagues to better meet their own needs or those of their students.

Authors

• Melissa Ann Holmes, Kansas State University

• Socorro Herrera, Kansas State University