Instructional Decision Making for Responsive Teaching Across Contexts

Session Type: Symposium

Abstract

Pedagogical reasoning is critically important to responsive teaching, and scholars who critique practice-based teacher education (PBTE) have rightfully questioned if this approach adequately attends to the development of teachers as thinkers, not just as doers (Kennedy, 2016; Philip et al., 2019; Zeichner, 2012). Teachers who engage in rote, technocratic instruction without attending to student and community contexts pose a threat to students and schools. Consequently, preparing teachers to engage in noticing and pedagogical reasoning necessary for responsive instruction is an enduring concern for teacher educators (Mansfield & Loughran, 2018; Mansfield, 2019). This symposium engages with this critique by illustrating how teachers and and teacher educators develop their pedagogical reasoning through PBTE as they work to thoughtfully enact responsive instruction.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 01: Teacher Learning

Chair

• Katie Danielson, University of Portland

Papers

• The Goals and Strategies of Core Practices: Preparing Teachers for Purposeful Decision Making Through Practice-Based Pedagogies - Elizabeth Gotwalt, University of Maryland

• Critical Moments When Learning to Notice and Enact Responsive Instructional Scaffolding During Fieldwork - Gøril Brataas, University of Oslo

• Navigating Shared Dilemmas: Teacher Educator Reasoning Around Approximations - Katie Danielson, University of Portland; Elizabeth Gotwalt, University of Maryland; Amy Guillotte, University of Pennsylvania

Discussant

• Rebecca Cooper, Monash University