Enhancing Professional Development School Teacher Educators' Professional Vision for Discourse-Based Pedagogy

• In Event: Exploring Inquiry, Culturally Responsive Teaching Practices, and Discourse-Based Pedagogy in Professional Development Schools

Abstract

This case study examines how a beginning teacher educator develops and enacts professional vision (Goodwin, 1994) for discourse-based pedagogy within the context of a professional development school (PDS). Across two years, we examine the ways in which she conceptualizes talk as a tool for thinking along three dimensions: elements of talk, her stance toward discourse pedagogy, and roles of discussion facilitators and students. Together, these dimensions provide ways to characterize change in her professional vision for discourse, which we summarize as from “sharing and clarifying” to “thinking and challenging”. Our contribution serves to bring discourse scholarship in conversation with scholarship about teacher educators’ professional learning within the context of a PDS partnership.

Authors

• Amy Voss Farris, The Pennsylvania State University

• Rachel Miriam Vriend Croninger, The Pennsylvania State University

• Rachel Wolkenhauer, The Pennsylvania State University

• Logan Rutten, The Pennsylvania State University

• Yun-chen Yen, Penn State University

• P. Karen Murphy, The Pennsylvania State University

• Gwendolyn Lloyd, The Pennsylvania State University