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Abstract Title: Frame analysis as a way to understand the complex dynamic of classroom teaching practice.
Abstract: From one moment to the next, what and how a teacher teaches may change.  In this paper, I discuss two examples from one teacher, showing shifts in her practice from one moment to the next, within the same activity.  These shifts are characterized by different ways in which she attended to her students' ideas.  Common accounts that attempt to explain teachers' practice as the result of a unified set of beliefs, knowledge, and goals (e.g., teacher-type) cannot account for these two examples.  While these broad generalizations may be useful for studying broader patterns in large populations, they assume a consistency in teacher cognition that is not born out by the data.  I argue that frame analysis (Hammer, Elby, Scherr, & Redish; 2005) can provide insight into how teacher cognition may be organized- namely that consistency is local and depends on what is going on in that moment.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Matty Lau
University of Pennsylvania
1304 S. Alder Street
Philadelphia, PA 19147
Phone: 646-752-3859