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Teachers Learning to Support Student Agency in Classroom Discourse: Case Studies in Mathematics, Literature, and Science

Tue, April 26, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Marriott Marquis San Diego Marina, Floor: South Building, Level 3, Miramar

Session Type: Symposium

Abstract

This symposium examines cases of teachers of mathematics, literary reading, or science as they learned to engage students with disciplinary core ideas, principles, or constructs using the representational and rhetorical forms of the discipline to make sense of phenomena, solve problems, and/or put forth arguments aligned with each discipline’s epistemic aims. Analyses of classroom discourse collected across multiple years in each case employed a coding system to describe agency and authority relationships between teachers and students during classroom discussions. These analyses afford insights into similarities and differences related to the discipline in what teachers need to learn, and the processes by which they learn it, as they transform their classroom instruction to support student inquiry.

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