Problems Without Ceilings
How Mentors and Novices Frame and Work on Problems-of-Practice
Datos Bibliográficos
| ID | 5116746 |
|---|---|
| Autores | Jessica Thompson (0000-0002-1449-932X, University of Washington, Seattle, USA), Sara Hagenah (Boise State University, Idaho, USA), Sara Adams (0000-0002-9892-8653, Boise State University), Karin Lohwasser (University of Washington, Seattle, USA), Kat Laxton (University of Washington, Seattle, USA) |
| Año | 2015 |
| Volumen | 66 |
| Número | 4 |
| Páginas | 363-381 |
| Fecha de publicación | 2015-09-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editorial | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487115592462 |
| OpenAlex | W1900257073 |
| Idioma | EN |
| Citas recibidas | 14 |
| Referencias citadas | 29 |
Support for new forms of teaching expertise with rigorous and equitable outcomes for student learning is a particular challenge when communities of actors working together do not share a similar language or vision of teaching practice. For this project, we coordinated activities in and outside of secondary science classrooms for cooperating teachers (CTs) and their preservice teachers (PSTs) to inquire into a set of research-based teaching practices and tools. Using frame analysis, we 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 last frame, improving student learning, required actors to share and co-create knowledge with members outside of their dyads. To do this, groups of dyads formed new or repurposed existing social networks to share tools and work on problems "without ceilings," meaning those that fueled ongoing lines of inquiry. We 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. This study suggests a need for a systems-level approach to teacher education that focuses on institutional networks of shared tools, practices, and deliberate socioprofessional routines for improving practice
Frame (networking) · Mathematics education · Meaning (existential) · Pedagogy · Set (abstract data type) · Sociology · Work (physics) · Computer Science · Educational Assessment and Improvement · Engineering · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies
How do teachers perceive their knowledge development through engaging in school-based learning activities? A case study in China
Four years of collaboration in a professional learning community
STEM teacher agency
Illuminating Chinese EFL student teachers’ paradoxical perceptions of theory learning experiences
Forschungs- und Entwicklungsfelder der Lehrkräftebildung – Diskussion ausgewählter Erkenntnisse und weiterführender Bedarfe
Zwischen Wissenschafts- und Berufspraxis. Berufspraktische Studien als dritter Raum der Professionalisierung von Lehrpersonen
Developing pre-service teachers' professional knowledge of teaching
Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies
Do epistemic beliefs matter for mentoring? Investigating mentor teachers’ perceptions & approaches to supporting model-based science teaching
From idealizations to boundaries
Utilizing Collaborative Analysis of Student Learning in Educator Preparation Programs for Continuous Improvement
Oh my god this is the worst!”—Exploring the complexities of teacher vexation and resistance
Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning
Preparing Teachers for Educational Renewal Within Current Contexts of Accountability
Resources, Instruction, and Research
Three Logics of Instructional Leadership
From Preparation to Practice
Redefining teaching, re‐imagining teacher education
Student Teaching’s Contribution to Preservice Teacher Development
Getting Ideas into Action
Practice Makes Practice
Developing a Theory of Ambitious Early-Career Teacher Practice
Framing the Problem of Reading Instruction
Attending to Problems of Practice
Design Experiments in Educational Research
Proposing a core set of instructional practices and tools for teachers of science
On the Life of the Object
Using cases to frame mentor-novice conversations about teaching
Frame Alignment Processes, Micromobilization, and Movement Participation
Are the Effects of University Teacher Education 'Washed Out' by School Experience
Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction
Bridging the University-School Divide
Novice Teachers' Attention to Student Thinking
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
Professional Vision
Social Skill and the Theory of Fields
| Obras citantes distintas | 14 |
|---|---|
| Citas por año | 1,4 |
| Intervalo de citas | 2016 - 2026 (11) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 14 |