Curiosity, Not Compliance: Transformations in Teachers’ Pedagogical Reasoning About Classroom Discussion

• In Event: Cultivating Critical Consciousness in Teacher Education

Abstract

This study explores the impact of a multi-year professional development (PD) program on teachers' pedagogical reasoning during classroom discussions. Traditional classroom practices often prioritize compliance, stifling student expression. By analyzing Video Stimulated Recall Interviews (VSRI), the research identifies how PD shifts teachers' instructional goals and strategies to amplify student voices and disrupt traditional power dynamics. Findings indicate increased student participation and evolving teacher strategies, demonstrating the potential of discussion-based PD to foster more inclusive and dynamic learning environments. This research highlights the importance of supporting teachers to engage in discussions that prioritize student voices, ultimately contributing to more equitable and dynamic educational environments.

Authors

• Elizabeth Gotwalt, University of Maryland

• Sarah Schneider Kavanagh, University of Pennsylvania

• Katie Danielson, University of Portland