Hala Ghousseini
Biographic Data
| ID | 1603546 |
|---|---|
| NAME | Hala Ghousseini |
| GIVEN NAMES | Hala |
| FAMILY NAME | Ghousseini |
| SIGNATURE | GHOUSSEINI H |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0002-1273-5747 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 82 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
The Fourth Wall of Professional Learning and Cultures of Collaboration
Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. W…
An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions
Getting Inside Rehearsals: Insights From Teacher Educators to Support Work on Complex Practice
In recent years, work in practice-based teacher education has focused on identifying and elaborating how teacher educators (TEs) use pedagogies of enactment to learn in and from practice. However, research on these pedagogies is still in its early development. Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics TEs across three institutions.…
Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
Getting Inside Rehearsals: Insights From Teacher Educators to Support Work on Complex Practice
In recent years, work in practice-based teacher education has focused on identifying and elaborating how teacher educators (TEs) use pedagogies of enactment to learn in and from practice. However, research on these pedagogies is still in its early development. Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics TEs across three institutions.…
The Fourth Wall of Professional Learning and Cultures of Collaboration
Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. W…
Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
Getting Inside Rehearsals: Insights From Teacher Educators to Support Work on Complex Practice
In recent years, work in practice-based teacher education has focused on identifying and elaborating how teacher educators (TEs) use pedagogies of enactment to learn in and from practice. However, research on these pedagogies is still in its early development. Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics TEs across three institutions.…
An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions
The Fourth Wall of Professional Learning and Cultures of Collaboration
Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. W…
Pedagogy (4 works) · Teacher Education and Leadership Studies (4 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Psychology (3 works) · Sociology (3 works) · Computer Science (2 works) · Context (archaeology (2 works) · Mathematics Education and Teaching Techniques (2 works) · Art Education and Development (1 works)