Exploring integrative, dynamic approaches to understanding teacher practice and learning
Teachers work within complex intersections of influences and systems, including but not limited to their own evolving experiences of teaching and learning, interactions with students, school environments, and systemic initiatives. In this interactive talk, I take up a question of increasing salience across the fields of teacher education and professional development and the learning sciences — how can we understand and model the multifaceted dynamics of teacher practice and, ultimately, learning? Drawing on contributions from both fields, I will share integrative, dynamic approaches to modeling teacher practice and change, grounded in examples from a study of teachers’ responsiveness to student thinking in grade 5-7 science classrooms. This is truly exploration in progress, so I look forward to collaboratively co-thinking with you about the affordances, limitations, and questions sparked by these approaches and implications for teacher learning research and practice.
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