Expansive Framing as a Pathway for Fostering Transfer of Teacher Learning to Diverse Contexts

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 05: Pre-Service Teacher Coursework and Clinical Practice Virtual Poster Session

Abstract

Learning transfer between teacher preparation programs and professional practice is a fundamental challenge for teacher education. The need to prepare pre-service teachers (PSTs) to teach effectively in culturally diverse contexts beyond their teacher preparation programs accentuates this challenge. Expansive framing is a situative model of transfer that holds promise for preparing PSTs for service in diverse contexts, especially when used as a pathway for engaging with their Funds of Knowledge. This mixed-methods exploration of how expansive framing can help PSTs draw on their Funds of Knowledge creates a foundation for fostering transfer between teacher education and diverse contexts of practice. Our findings surfaced insights about how theoretical synergies between the two frameworks manifest in practice to support transfer.

Author

• Tripp Harris, University of South Carolina