"A Tangled Moment": Teacher Sensemaking of Layered Frames and Pedagogical Judgment

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Research in Teacher Learning Through Discourses and Dialogues

Abstract

Ambitious and equitable pedagogies have been widely accepted to address systemic inequities (Boaler, 2002; Sztajn et al., 2017). Current research falls short in unpacking the intricacies of enacting reform-oriented instruction. This paper presents an extreme case (Yin, 2009) where an experienced teacher, committed to reform-oriented teaching enacted a lesson with exclusionary frames. This paper describes how exclusionary and inclusive frames are evidenced in pedagogical action (in instruction), in pedagogical reasoning (how frames surfaced in the lesson debrief), and in pedagogical responsibility (how the teacher’s sense of responsibility invited different frames). Findings point to how attending to pedagogical judgement can support teacher sensemaking around the intricacies of enacting ambitus instruction.

Author

• Lizi Metts, Vanderbilt University