Cross-Case Analysis of Teacher Learning Processes

• In Event: Teachers Learning to Support Student Agency in Classroom Discourse: Case Studies in Mathematics, Literature, and Science

Abstract

This presentation summarizes the results of a cross-case thematic analysis of what teachers learned and how they learned it. Cross case analysis indicated that learning in three areas supported teachers in shifting their practice to support student agency and authority in sensemaking and knowledge construction mediated by and visible in productive disciplinary discourse. In all three disciplinary areas, teachers learned to view students as bringing valuable prior knowledge and experiences to the work of engaging in complex and deep learning, provided that the instructional design prepared students to engage in that work. Second, teachers deepened their understanding of the discipline they were teaching, allowing them to better identify constructs, principles, and patterns of reasoning and discourse that might be challenging for students and to explore ways to prepare students to wrestle with these challenges. Concomitantly, teachers changed their views of their roles in the classroom, shifting their instructional strategies and practices so that the intellectual work was taken up by the students as evidenced by their engagement in productive disciplinary discourse.

With respect to learning processes that supported these teacher learnings, the opportunity to carefully reflect on what happened during implementation of specific lessons was critical. This process was enabled by thought partners, in these cases members of the research team. The findings underline the importance of creating equitable opportunities for teachers to learn through interaction with others who bring additional perspectives to the reflection.

Author

• Susan R. Goldman, University of Illinois at Chicago