Search results for: Thompson Jessica
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In this study, the authors investigated co-learning between cooperating teachers (CTs) and their preservice teachers (PSTs). Using frame analysis, the authors contrast three problems-of-practice addressed by 23 dyads: problems of developing novice teachers, problems of improving teaching, and problems of improving student learning. The authors describe ways in which knowledge became shared, actors assumed new roles, and new types of tools, activities, and forms of discourse emerged for contextualizing collective work. Based on this study, the authors propose three process measures: the quality of student discourse CTs and PSTs support, the quality of discussion among dyads about students’ ideas, as well as the quality of newly created or evolving social routines and tools.
Updated: Feb. 14, 2016
Ambitious Pedagogy by Novice Teachers: Who Benefits From Tool-Supported Collaborative Inquiry into Practice and Why?
In this article, the authors tested the hypothesis that first-year teachers could take up forms of ambitious pedagogy under the following conditions: 1) that reform-based practices introduced in teacher preparation would be the focus of collaborative inquiry throughout the first year of teaching, 2) that participants use analyses of their students’ work as the basis of critique and change in practice, and 3) that special tools be employed that help participants hypothesize about relationships between instruction and student performance. Eleven secondary science teachers engaged in tool-supported collegial analysis of their students’ work over two years, spanning pre-service and in-service contexts.
Updated: Oct. 27, 2011