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Responsiveness in Teacher Education: Insights and Directions for Facilitation
Thu, April 13, 9:50 to 11:20am CDT (9:50 to 11:20am CDT), Swissôtel Chicago, Floor: Event Centre, 1st Floor, Vevey 4Session Type: Symposium
Abstract
This session examines diverse approaches to responsive teacher education in science and math, bringing together professionals who integrate responsiveness into teacher learning. Just as research in K-12 contexts advocates centering students’ thinking and experiences, teacher education must take a parallel approach by centering the ideas and needs of teachers on their learning. In this session, five groups of professional developers and teacher educators across multiple contexts share their experiences of designing and implementing a variety of models for responsive teacher learning. The session is inspired by this year’s AERA theme, as we see responsiveness as essential for practicing just educational practices. Responsive teacher education, we argue, disrupts norms that have traditionally marginalized teachers, instead elevating their voices and expertise.
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Papers
Responsiveness as Being Attentive to Teachers' Needs in a Professional Community of Practice - Hamideh Talafian, University of Illinois at Urbana-Champaign; Tim Stelzer, University of Illinois at Urbana-Champaign
Co-Constructing Critical Sense-Making Discourses About Equity and Justice–Centered Science Instruction in a Responsive Virtual Professional Development - Hosun Kang, University of California - Irvine; Victoria Nguyen, University of California - Irvine
Exploring Resources That Support Teacher Leaders' Asset-Based, Responsive Facilitation of Professional Learning - Jennifer Richards, Northwestern University; Miray Tekkumru-Kisa, RAND Corporation
"I Do Hear What You're Saying": Teacher Educators' Responsiveness in Moments of Resistance and Vexation - Carla Finkelstein, Towson University; Lama Ziad Jaber, Florida State University; Shannon G. Davidson, University of Alabama; Allison T. Metcalf, Florida State University
"She Responded in Ways I Might Not Have Imagined": Developing Preservice Teachers' Responsiveness Using In-Service Teacher Accounts - Ethan Rubin, University of California - Irvine