Search results for: Braaten Melissa
Page 1/1 2 items
Dissonance during teacher preparation is commonplace. Rather than presenting a roadblock, dissonance may be critical for preservice teachers' learning. This case study examines how to organize teacher education to embrace dissonance through deliberative dialogue. Findings suggest that scaffolding during dialogues created conditions where participants could engage with peers' perspectives, rethink assumptions, and deepen interpretive power for understanding students’ ideas. Dialogues encouraged persistence when dissonance threatened to prohibit further sense-making. By persisting, tensions became productive rather than prohibitive for sense-making. Findings have implications for the design of teacher preparation experiences and for theorizing about how beginning teachers learn across experiences.
Updated: Mar. 28, 2022
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