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Affect and Sense-Making in STEM Teacher Learning: Toward Ecologically Valid Theories of Teacher Learning

Sun, April 16, 8:00 to 9:30am CDT (8:00 to 9:30am CDT), Swissôtel Chicago, Floor: Event Centre, 1st Floor, Montreux 1

Session Type: Symposium

Abstract

Teacher emotion is an underexplored facet of teacher learning. While the practice-turn in learning studies has opened up explorations of context, the complex resource of affect in teaching remains undertheorized, particularly for teachers in STEM disciplines. This symposium brings scholars together to analyze affect in STEM teacher learning across multiple domains, which include a range of settings (pre-service and in-service), grade levels (elementary and secondary), and content areas (science and mathematics). Together, these papers highlight the importance of accounting for emotion in theories of teacher learning, and, by implication, in the design of teacher education. In this way, this symposium aims to enrich the conversations in the field through synthesis and generative contrasts around affect in STEM teacher learning.

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