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Representations of Practice to Scaffold Teacher Learning to Enact Equitable and Disciplinary Classroom Discussions

Fri, April 12, 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Level 100, Room 104A

Session Type: Symposium

Abstract

We explore how different representations of classroom practice (e.g., lesson plans, student work, lesson videos, student performance data, classroom transcripts, observation notes) support teacher learning to enact equitable dialogic classroom practices in different subject areas. To be equitable for students from minoritized communities, classroom discussions should be communal, disciplinary, and connected to students’ everyday lives. We need greater understanding about how teachers learn to enact these practices. Four papers in this session examine how representations of practice toward this goal are used to support such teacher learning during pre- and post-lesson collaborative discussions. Authors show how different representations scaffold teachers’ stance toward teaching, pedagogical and disciplinary reasoning, and peer feedback as they analyze math and social studies lessons.

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