Theorizing Teacher Learning as Consequential Transitions Among Figured Worlds (Poster 15)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Division K Section 9 Initial Teacher and Teacher Educator Preparation Posters

Abstract

Teacher preparation within and across settings provokes prospective teachers to wrestle with areas of coherence and dissonance. Explaining teacher learning within and across these settings presents a challenge because the transfer metaphor does not capture pre-service teachers' experiences. This study examines how pre-service teachers navigated multiple settings during teacher preparation including an out-of-school family creative computing experience. We outline a theoretical framework considering teacher learning as a process of consequential transitions among figured worlds as a fruitful metaphor for explaining teachers’ learning. Findings from six case studies provide examples of consequential transitions highlighting shifts in teachers’ identity and practice. Our study can inform designs for teacher learning experiences and offer theory-building for explaining how teachers learn.

Authors

• Melissa Braaten, University of Colorado - Boulder

• Elizabeth Tetu, University of Colorado - Boulder

• Ronni Hayden, University of Colorado - Boulder

• Ricarose Roque, University of Colorado - Boulder