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Understanding Teachers as Learners Through Their Collaborative Sense-Making
Sat, April 10, 2:30 to 4:00pm EDT (2:30 to 4:00pm EDT), Division C, Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts Paper and Symposium Sessions 2Session Type: Symposium
Abstract
This symposium centers on analyses from the first two years of a multi-site, five-year study of four school-university partnerships. The partnerships were aimed at understanding how teachers use job-embedded collaborative learning opportunities to make sense of developing effective discussion practices toward student-centered, culturally sustaining (Paris & Alim, 2017) instruction in K-8 literacy and mathematics. We focus on how teachers attended to voice and participation in mathematical discussions with respect to racial, linguistic, and gender diversity and their intersections in their classrooms; how teachers made sense of text-based literacy discussions about LGBTQ identities, Latinx immigration narratives, and race and racism. Each paper examines how teachers’ collective learning opportunities enabled them to examine and develop their ability to lead such discussions.
Sub Unit
Chair
Papers
Making the Familiar Strange: Teachers Collaborating to Discern Complexities in Discussions Supporting Mathematical Argumentation - Elham Kazemi, University of Washington; Alison Fox Resnick, University of Washington - Seattle; Elzena McVicar, University of Washington - Seattle
Teachers' Collaborative Sense-Making About Broadening Student Participation in Mathematics Discussions - Hala N. Ghousseini, University of Wisconsin - Madison; Sam Prough, University of Delaware; Eric Siy, University of Wisconsin - Madison
A Critical Collective: Lived Experiences and Teachers' Sense-Making About Discussions of Gender, Sexuality, and Immigration - Elizabeth Dutro, University of Colorado - Boulder; Erica Caasi, University of Colorado - Boulder; Emily Yerkes, University of Colorado - Boulder; Kirsten Musetti Tivaringe, University of Colorado - Boulder
The Critical Consciousness Paradox: Teachers' Collaborative Sense-Making About Student-Centered Discussions and Critical Consciousness Development - Sarah Schneider Kavanagh, University of Pennsylvania; Chenelle Boatswain, University of Pennsylvania; Elizabeth Gotwalt, University of Pennsylvania