Teacher Learning to Enact Productive Discussions in Mathematics and Literacy
Grantee: University of Pittsburgh
Grant Details
Project Lead | Mary Kay Stein Ph.D. |
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Amount | $2,499,651 |
Year Awarded | |
Duration | 5 years |
DOI | https://doi.org/10.37717/220020525 |
Summary |
Rigorous and interactive classroom discussions are clearly critical to student learning and a set of key teaching practices for orchestrating such discussion have been identified. But little is known about how teachers learn to enact these practices. In particular, in coaching contexts, we lack knowledge regarding how teacher thinking that is catalyzed in one setting (lesson planning and lesson debrief sessions) transfers, enables, or shapes teacher thinking during classroom instruction. The purpose of the proposed interdisciplinary work is to develop, iteratively refine, and test a cognitive framework that describes mechanisms by which teacher-coach interactions shape teachers’ uptake of discussion practices during lessons. We will begin our search for cognitive mechanisms with analogical reasoning, a highly-studied process that has proven to be central in meaning-making, schema-development, and transfer in various areas of professional case-based learning. Our research questions for teacher learning:
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