Pathways of Pedagogical Reasoning Around Ambitious Instruction

• In Event: Cultivating Teacher Knowledge for Engaging a Range of Learners

Abstract

In this proposal, I examine how fourteen teachers made sense of the enaction of ambitious instructional practices in the classroom setting through a framework of pedagogical reasoning that informed future directions in practice. Data collection included fourteen teachers’ written reflections and small group meeting videos. Three pathways were identified that teacher took to make sense of the pedagogical actions related to ambitious practices. In the first pathway, analysis by teachers resulted in pedagogical dissonance that became a catalyst for proposed intentional change. In the second pathway, examination of the pedagogical action resulted in pedagogical dissonance but pedagogical reasoning around situational context led to reconciliation with current actions. In the third pathway, analysis of the pedagogical action resulted in pedagogical affirmation.

Author

• Kim Lebak, Stockton University