Erin E Baldinger
Biographic Data
| ID | 5060438 |
|---|---|
| NAME | Erin E Baldinger |
| GIVEN NAMES | Erin E |
| FAMILY NAME | Baldinger |
| SIGNATURE | BALDINGER E E |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0002-1260-0818 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Side-by-side coaching
What pedagogy feels like
Background Emotions are inherently intertwined with learning and disciplinary identity, and this relationship demands that teachers attend and respond to students’ emotions. In this study, we forward a theory that the development of pedagogical empathy, or the capacity to understand the implications of student emotions and use emotional data to make adaptive pedagogical decisions, is a component of adaptive expertise.Methods Using qualitative met…
Learning to Respond to Students in Discussions
Students’ contributions that are not yet mathematically complete, precise, or correct are crucial for learning through classroom discussions. We aim to support teacher candidates (TCs) to see students’ ideas as evidence of sensemaking and to respond in ways that keep student thinking central to the discussion. Although approximations of practice are a promising pedagogy for supporting TCs’ learning, more research is needed to link features of app…
What if … ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs
Developing adaptive expertise in the wake of rehearsals
What if … ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs
Developing adaptive expertise in the wake of rehearsals
Learning to Respond to Students in Discussions
Students’ contributions that are not yet mathematically complete, precise, or correct are crucial for learning through classroom discussions. We aim to support teacher candidates (TCs) to see students’ ideas as evidence of sensemaking and to respond in ways that keep student thinking central to the discussion. Although approximations of practice are a promising pedagogy for supporting TCs’ learning, more research is needed to link features of app…
What pedagogy feels like
Background Emotions are inherently intertwined with learning and disciplinary identity, and this relationship demands that teachers attend and respond to students’ emotions. In this study, we forward a theory that the development of pedagogical empathy, or the capacity to understand the implications of student emotions and use emotional data to make adaptive pedagogical decisions, is a component of adaptive expertise.Methods Using qualitative met…
Side-by-side coaching
Pedagogy (5 works) · Psychology (5 works) · Teacher Education and Leadership Studies (5 works) · Computer Science (3 works) · Mathematics education (3 works) · Debriefing (2 works) · Epistemology (2 works) · Evaluation of Teaching Practices (2 works) · Innovative Teaching and Learning Methods (2 works) · Rehearsing (2 works)