Crossroads of the classroom : narrative intersections of teacher knowledge and subject matter. / edited by Vicki Ross, Elaine Chan, Dixie K. Keyes.

Format:

Book

Contributor:

Ross, Vicki, editor.

Chan, Elaine, editor.

Keyes, Dixie, editor.

Series:

Advances in research on teaching ; Volume 28.

Advances in Research on Teaching ; Volume 28

Language:

English

Subjects (All):

Teachers--Training of.

Teachers.

Physical Description:

1 online resource (301 pages) : illustrations.

Edition:

First edition.

Place of Publication:

Bingley, England : Emerald Publishing, 2017.

Summary:

This book aims to explore and make visible the intersection of subject matter knowledge and teacher knowledge in the narratives of teachers. This complicated interaction between these two bodies of knowledge is often studied and little understood.

Contents:

Front Cover

Crossroads of the Classroom: Narrative Intersections of Teacher Knowledge and Subject Matter

Copyright Page

Contents

List of Contributors

Acknowledgments

Teachers' Stories of Navigating the Intersection of Subject Matter and Teacher Knowledge

Vicki's Story: Teaching as Inquiry

Elaine's Story: How Helpful Is "Teacher Knowledge" for Teaching?

Objectives for the Volume

Theoretical Foundations

Review of Relevant Literature

Crossroads as a Metaphor for Thinking about the Intersections of Subject Matter and Teacher Knowledge

Introduction of the Chapters

Examining Intersections of Teacher Knowledge and Subject Matter Knowledge Using Narrative Inquiry Approaches

Dixie's Story: Teacher Knowledge as Learning from Tensions

References

Section I: Entering the Crossroads through Stories at the Elementary Level

Variegated Stories of Professional Development: Striking a/n Im/Balance between Science and Mathematics Content Knowledge and Teacher Knowledge

Subject Matter Knowledge and Teacher Knowledge: Storying and Restorying Professional Development

Context of Inquiry: MSP Professional Development Program

Theoretical Framework

Elissa's MSP Experience

Knowledge, Development, and Identity Complexities Heard in Elissa's Storying of Experience

Shannon's Storying of MSP: A Different Set of Assumptions

Mathematics Professional Development with Shannon and Vicki

Professional Development from Vicki's Point of View

The Professional Development Workshop Begins

Shannon: Assumptions about Professional Development

End of Day Reflections: Our Teachers' Storying of Professional Development

Vicki: Assumptions about Professional Development

Restorying Teacher Professional Development: Learning from Our Experiences.

Chapter Conclusions: Pausing in the Center of the Intersection

Stories and Statistics: A Mixed Picture of Gender Equity in Mathematics

Introduction

Mathematics Anxiety and Women Elementary Preservice Teachers

Stereotyping about Girls and Mathematics

Mathematics Achievements among Girls

Guiding Framework for Conceptualizing This Chapter

What Is Mathematics Anxiety?

Narrative Research in Teacher Education

Instructional Context

Narrative Applications Related to Subject Matter

Analysis

Findings

Theme 1: Losing My Breath in the Mathematics Classroom

Theme 2: Compromised Female Mathematical Capital: Diminished Return on Investments

Theme 3: Race to the Finish But Stalled from the Start

Theme 4: Girl Gravity: Free Falling in Mathematical Confidence

Theme 5: F = Failure Forever

Theme 6: The Power of One: Making a Mathematical Difference

Theme 7: Luminosity Remembered: Stand Up and Stand Out Moments in Mathematics

Theme 8: Mathematical Mirth: Where Meaning and Merriment Come Together

Conclusion

A Glimpse into the Future: Practice Teaching in Fifth-Grade Math

Shifting Identities: Becoming Teachers, Being Teachers

A New Place on the Professional Knowledge Landscape: Michelle's Story of Her First Practice Teaching Day

A Dark and Quiet Beginning

Walking around a School Context

Using Narrative Inquiry to Make Meaning of Experience

Theoretical Foundation: Rooted in Dewey's Philosophy of Experience

Thinking Narratively about Michelle's Story

Michelle Watches as College Students Metamorphose into Teachers

Making Meaning of Our Students' Reflections on Practice Teaching Day

Teacher Candidates' Reflect on the Practice Teaching Day

Making Meaning from Student Reflective Comments

References.

Choosing the Best Alternative: The Branching Pathways of Consequences in Social Studies Curriculum Choice-Making

Inherent Tensions in Curriculum Choice-Making

Constructing a Narrative Understanding of Experience in a Social Studies Classroom

Curriculum Choice-Making and Social Studies in the Sixth-Grade Classroom: Joey's Story

The Context in Which Joey's Classroom Sits

Returning to Joey's Experience

Standing on the Fulcrum of Teacher Knowledge and Subject Matter Knowledge: Using Schwab's Writing on the Curriculum as a Guiding Framework for Inquiry

Holding Tensions in Balance: Social Studies in the Classroom

Sixth-Grade Social Studies Curriculum: Learners and Teacher Explore World History and Religion

Learning about Ancient Egypt: Branching Pathways

The Consequences of Choice-Making: Developing Differentiated Understandings of Students' Lives

Brimming Tensions Surface: Joey and Kelsey's Story

Making Meaning of Narratives of Experience: Teacher Knowledge and Subject Matter Balancing on the Fulcrum

Section II: Entering the Crossroads through Stories from the Secondary Level

Sing it Over: Meditations on "Best-Loved Self" and Sustaining in Secondary English Language Arts

Teachers' Professional Life Cycles

Beginning Teacher Attrition and Identity

Guiding Framework for Conceptualizing the Chapter

Knowledge Communities

Wondering and Wandering into an Intersection

Impact on the Individual

Impact in Context

Narrative Applications Related to Subject Matter Analysis

Narrative Identity

Conclusions

Wonderings

Teaching That "Promotes Diversity": The Potential of Disruptive Narratives

The Problem of Teaching for Diversity

Guiding Framework for Conceptualizing This Chapter.

Narrative Applications Related to Subject Matter

Summary of American Born Chinese (Yang, 2006)

Constructing the Unit Plan

Beginning the Unit

Stories of an English Language Arts Teacher in a High Need Secondary School: A Narrative Inquiry into Her Best-Loved Self

Anne and Jackson High School

"Seeing Big": Exploring Teacher Retention

The Beginning of Our Collaborative Inquiry with Anne

Methodology

Theoretical Structure of This Narrative Inquiry

Learning from Stories Anne Tells about Her Early Years as a Teacher

Teacher Preparation

Student Teaching

First Teaching Position

Reflecting on Anne's Early Career to Understand Her Best-Loved Self: A Research Conversation

Learning from Stories Anne Tells about Her Years of Development as a Teacher

Gaining Experience

Reflecting on Anne's Year of Development as a Teacher to Understand Her Best-Loved Self: A Research Conversation

Learning from Stories Anne Tells about Her Years as a Master Teacher

Becoming a Master Teacher

Reflecting on Anne's Master Teacher Years to Understand Her Best-Loved Self: A Research Conversation

Learning from a Narrative Inquiry: A Research Conversation about the Process of Studying Teacher Knowledge

Considerations and Conclusions of This Conversation

Health, Physical Education Content, and Teacher Knowledge/Identity

Teacher Identity

HPE Marginalized

Section III: Entering the Crossroads through Stories from Teacher Preparation

A Narrative Inquiry of Other in Special Education: Tensions of Subject Matter Knowledge in Relation to Teacher Knowledge.

Introduction: Tensions between Subject Matter Knowledge and Teacher Knowledge

Review of Literature

Personal and Professional Experience: How We Become Special Educators

"Other" in Special Education

Connecting Teacher Knowledge to Notion of Temporal Dimension of the Three-Dimensional Narrative Inquiry Space

Examining the Connection between Previous and Current Experiences

An Autoethnographic Exploration

Storying/Restorying, Telling/Retelling My Experiences

Field Notes and Journals

Context: Temporal, Personal, and Social

Stories of Interactions with Francisco

Responsibilities as a Special Educator and Case Manager and Personal Knowledge as a Sibling

Power of Autoethnographic Lenses as Special Educators

Vulnerability to Become Other

Educational Significance

Complexities of Identity as a Special Educator

Potential of Becoming Other as a Special Educator

Interweaving Narratives of Personal and Professional Selves of a Beginning Teacher in India

"My world" of the Participants

The Researcher

The Context of the Study

The Participant

Teacher Education in India

History of Teacher Education in India

Story of a Benchmark Teacher Education Program: Bachelors of Elementary Education

Conceptual Framework

Teacher's Stories

Teacher's Knowledge

Teacher's Image

Theoretical Framework of Narrative Inquiry

Research Questions

Three-Dimensional Inquiry Framework

Data Findings

Ekta's Narrative Thread I: Space for Self in the Teacher Education Program

Unpacking Narrative Thread I: Space for Self in Teacher Education

Ekta's Narrative Thread II: Reverberations of Self in Teaching

Unraveling Narrative Thread II: Reverberations of Self in Teaching.

Ekta's Narrative Thread III: to Make and Enliven the Curriculum.

Notes:

Includes bibliographical references at the end of each chapters and index.

Description based on print version record.

Description based on publisher supplied metadata and other sources.

ISBN:

9781786357960

1786357968

OCLC:

984992697