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Abstract Title: Maintaining the agency of educators in collaborative problem-solving about teaching
Abstract: We analyze an exemplary segment of pedagogically-focused discussion among physics faculty participating in the Next Generation Physics of Everyday Thinking Faculty Online Learning Community [1]. We present this episode as a strong example of "turning towards" problems of practice [2] -- educators engaging in collective interpretation of a teaching dilemma while positioning the "sharer" of the dilemma with significant agency over clarifying the problem and considering possible problem responses. In this discussion, we see evidence of collective interpretation through (a) the shifting and interconnected epistemic claims about teaching, students, and content that faculty participants make, and (b) the work faculty do to link concrete representations of teaching work with formal representations of teaching [3]. We argue that these conversational patterns create opportunities for faculty to deepen their pedagogical content knowledge and critical reflectiveness. Our findings suggest how these conversations can be orchestrated to support faculty learning.
[1] Work supported by NSF#1626496
[2] I. S. Horn & J. W. Little (2010).  American Educational Research Journal, 47(1), pp. 181-217.
[3] I. S. Horn & B. D. Kane (2015). Journal of the Learning Sciences, 24(3), pp. 373-418.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B105

Author/Organizer Information

Primary Contact: Chandra Turpen
University of Maryland
6701 Adelphi Rd
University Park, MD 20782
Phone: 3038170250
Co-Author(s)
and Co-Presenter(s)
Fred Goldberg - San Diego State University, Adriana Corrales - San Diego State University, and Edward Price - California State University San Marcos