realizing third spaces in teacher education · beyond bridging joint learning events engaged...

Beyond Bridging

Division K Symposium Realizing Third Spaces in Teacher

Education Chair: Walter Doyle, University of Arizona Presenters:

Kristin L. Gunckel, University of Arizona Erin Turner and Chantel Blackburn, University of Arizona Marcy B. Wood and Jennifer Kinser-Traut, University of Arizona

Discussants: Helen J. Featherstone, Michigan State University Joseph Featherstone, Michigan State University

This material is based upon work supported by the National Science Foundation under Grant No. DRL-1019860. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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Core Focus: Sense Making Pedagogical frameworks Classroom situations Joint Events Preservice teachers and mentor teachers together Tasks to amplify hybridization

Data: Video and audio recordings, interviews with MTs and PSTs, and participant observation

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Presentations

Kristin L. Gunckel, Hybridization of Discourses in Preservice and Mentor Teacher Joint Learning Events Erin Turner and Chantel Blackburn, Prospective and Mentor Teacher Perspectives on Joint Learning Spaces Marcy B. Wood and Jennifer Kinser-Traut, Figured Worlds, Positions, and Optimizing Hybrid Discourses in Joint Learning Events Discussants: Helen J. Featherstone and Joseph Featherstone

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Contribute to the Conversation

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Hybridization of Discourses in Preservice and Mentor Teacher

Joint Learning Events

Kristin L. Gunckel Marcy B. Wood

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The “Gap” as an Empty Space Theoretical

University Courses

Teacher Educators

School Classrooms

Classroom Teachers

Practical

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Third Space Approach

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Reconceptualizing the Gap: Discourses

• Practical-based discourses – Foregrounds specifics of context and experience – Usually provides the “hows” of teaching

• Principle-based discourses – Foregrounds generalized principles grounded in

theoretical perspective – Usually provides the “why” for practical “hows”

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Hybridizing Discourses Connecting practical and principle-based discourses and using them together to make sense of and reason about teaching. Planning a second grade science lesson on sound to include many experiences with phenomena so that students can see the patterns that support the explanation.

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Re-conceptualizing the Gap: Ecological Edges

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Meadow at the Forest Edge, Ivan Sishkin, 1887

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Joint Learning Events Engaged preservice (PST) and mentor teachers (MT) together to learn with and from each other. 1. MTs join PSTs in learning together in a

methods course activity or use methods course ideas to plan lessons together.

2. MTs as co-teachers with teacher educators in methods class.

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Research Questions • What types of edges occurred in joint learning

events? • What were the affordances and constraints of

these edges? • What characteristics of learning events might

afford different types of edges?

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Curriculum Materials Analysis Task (CMAT) Part 1: The Seeds Lesson Analyze strengths and weaknesses of given curriculum material (lesson plan).

Principles for: • Learning Goals • Inquiry Features • Student Funds of

Knowledge

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Curriculum Materials Analysis Task (CMAT)

Part 2: Lesson Planning Analyze strengths and weaknesses of materials that the preservice teachers will use to plan and teach their science lesson in the field placement classroom.

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Data & Analysis • Preservice-Mentor Teacher pairs or small groups

– 4 groups • 8 Preservice teachers (PST) • 7 Mentor teachers (MT)

• Video recorded; transcribed • Coded for

– Discourse: Principle & Practice-based – Connections between discourses – Who was accessing resources and hybridizing – For what purpose

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Edge #1: Blended Edge

Does the Seeds Lesson have a driving question?

PST: I don’t really see the driving question.

MT: We could make one.

PST: Like, even if there was an objective you could take the driving question from the objective.

MT: The students are supposed to record in their notebooks…..

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Edge #1: Blended Edge

Group Modifications • Lesson needs an explicit driving question • With an assessable ideal answer • Related to the learning goals • Students will write and answer question in

their science notebooks

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Edge #2:Guided Edge

Analyzing curriculum materials to plan a lesson

MT: It looks like you are going to make a T-chart.

PST: Okay

MT: So that's, I guess maybe at this point you are going to gather their ideas, you are going to make a T-chart.

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Edge # 3: Compartmentalized Edge

Planning a lesson

MT: If you see some kids struggling, you might want to give a little hint.

PST: I have a feeling the struggle is going to be between the batteries, like the positive and negative.

Analyze curriculum materials for the lesson

PST: Does the activity help student identify patterns in their experiences?

MT: Yes. Because if you notice, the batteries have to be in the order for them to work. And the circuit has to be a complete circuit for electricity to flow.

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Distribution of Edges

Seeds Lesson Lesson Planning

Group Edge Group Edge

A #1: Blended A #3: Compartment

B #1: Blended B #2: Guided

C #3: Compartment C #3: Compartment

D #2: Guided D #2: Guided

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Edges Not Gaps • How discourse resources are mingled, who

accesses them, and for what purpose • Design spaces to

– Optimize opportunities for Blended Edges (Edge #1)

– Increase the frequency Blended Edges – Amplify potential impact of Blended Edges for

PST and MT learning

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Prospective and mentor teacher Perspectives on

Joint learning spaces

Erin Turner Chantel Blackburn

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Hybridity in Joint Learning Spaces

Ideas and practices related to teaching and

learning mathematics and

science PRESERVICE TEACHERS

MENTOR TEACHERS

TEACHER EDUCATORS

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Why a focus on MT/PST Perspectives?

• PSTs and MTs bring expectations and idealized images about each participant’s role to PST/MT interactions (Abell et al., 1995; Franke & Dahlgren, 1996; Koballa et al., 2008)

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MT and PST Roles: Technical Orientation

• Mentor as Expert / Novice as Apprentice – Mentor shares practical

advice – Mentor is role model – PST mimics MT

practice (Calderhead & Shorrock, 1997;

Rajun et al., 2008)

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MT and PST Roles: Personal Orientation

• Mentor as Moral Supporter – Mentor provides

emotional support for PST

– Emphasis on building relationships and trust

(Calderhead & Shorrock, 1997; Rajun et al., 2008)

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MT and PST Roles: Collaborative Orientation

• MT/ PST in Educative Mentoring Relationship – Collaborate to investigate/address problems of practice – MT and PST sources of knowledge, experience and ideas

(Feiman-Nemser, 1998, 2001)

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Possible Points of Alignment or Tension

MT expectations

about own role, and role of PST

PST expectations

about own role, and role of MT

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MT and PST expectations

about their roles and other

participants’ roles

Personal Orientation

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Perspectives on Joint Learning Spaces

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Roles that MTs and PSTs are

invited to take on

MT and PST expectations

about their own and others’ roles

Perspectives on Joint Learning Spaces

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1) What did PSTs and MTs feel that they learned during the joint learning events, and what challenges or tensions did they identify? 2) How might PSTs’ and MTs’ perspectives reflect their conceptualization of their roles?

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Research Questions:

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Participants and Data Sources

• Individual Interviews at the end of Math Methods Semester (6 PSTs, 6 MTs)

• Individual Interviews at the end of the Science Methods Semester (5 PSTs)

• Mentor Teacher Focus Groups following both methods semesters (4 focus groups total)

14 Mentor Teachers

7 Preservice Teachers

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Coding and Analysis

Analytic Induction Multiple rounds of coding Examine patterns across code and across participants

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1. Learning about PSTs’ World and Building Relationships

• Participants felt that the Joint Learning Spaces, in particular co-teaching in the math and science methods courses, helped MTs to learn about PSTs’ world (the teacher preparation part of their world), to get to know PSTs, and to build relationships.

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2. Learning from MTs’ Practical Knowledge and Experience

• Participants felt that MTs contributed practical knowledge, including stories, examples of lessons, feedback and “helpful tips” from their experiences teaching that enhanced PSTs’ understanding.

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• Olivia (PST): A 4th-grade teacher from [school] came

in [to science methods], and she just gave us all these hints about things you can do with your toolkits and all these resources that they have available that they don’t tell you about in the FOSS kits, which was really cool.

• Zoe (PST): I liked when the mentor teachers would bring in their personal classroom experience and say what they actually saw students doing and how they would teach certain lessons.

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• PEARL (MT)- and, I think something that might have stood out to [PSTs] [about the number activities that we set up] was that just, I don't know, perspective. When you're coming from a classroom and you're looking at things, you have a completely different perspective than you do just opening a textbook or looking at things and so I think we can walk in there and share [it] with [the PSTs].

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• Prevalent perspective among PSTs and MTs • Suggests Mentor as Expert/PST as Apprentice

conception of MT/PST roles.

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3. Fostering Diverse Perspectives and Collaboration

• Joint learning events elicited diverse perspectives and created opportunities for collaboration. Working together on tasks was beneficial, as all participants contributed unique and valuable ideas.

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• Celine (MT): …. [the most useful] would probably be the joint sessions, having them [PSTs] around because they always look at it a different way and they have a different take on it and then they have a lot of questions. So you go through the questions, you know like, "oh yeah, that is right.”


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• Norma (PST): Yeah. …. I think that I really

enjoyed having them come into our class. We got to share our ideas. They got to share theirs, and …. I think that they enjoy hearing our ideas and I definitely enjoy hearing their ideas.


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• Trish (PST): [My mentor teacher] was excited to

start to try and use [inquiry based science teaching] so we were both kind of learning and trying to implement it into our teaching. I think when you have somebody who’s been teaching for 25 years and then somebody who’s pre-service and they’re both learning the same thing at the same time, it brought a lot of different ideas to the table.


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• MTs and PSTs as collaborators, both with valuable insights and experiences to share.

• Suggests an embracing of divergent perspectives that is not common among PSTs.


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4. Tensions Related to Positioning MTs and PSTs in Collaborative Roles

• Some PSTs emphasized their “student” role and expected MTs to assume a “traditional” teacher role.

• These PSTs found the whole group joint sessions less helpful, because of the decreased focus on themselves and their learning.

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OLIVIA (PST) : …. ‘Cause I thought Mr. R did a really good job in showing us, “Okay, this is that I learned, this is what I taught, and this is how the students perceived what I taught,”. .... he really walked through the steps of everything—I think what helped the most is he sat down, and he thought about what he wanted to talk to us about. … I just think hearing from a teacher’s experience, having a planned presentation to us, is really helpful, instead of when the other—like the other teachers were there. ….They were just playing the games with us. They didn’t really add anything.


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Polly (PST): I think if they [Mentor Teachers] actually were coming in [to the methods class] and had a set up presentation or discussion or something really specific to talk about. …Yeah, because—I mean, if you wanted us to be learning from them I feel like they should have been more of a scheduled part of the program, I guess.


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• Olivia (PST): When we had the mentor

teachers —I felt like they were geared towards the mentor teachers and not so much as us as the students, which was very frustrating… So I felt like when they weren’t there, we actually learned things.


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• Shift away from the PST as apprentice and MT as expert towards PST and MT as co-inquirers is challenging.

• Still an important shift to make as it is critical for educative mentoring relationships.


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Discussion • Joint learning events aligned with personal

and collaborative orientations towards MT/PST interactions.

• Technical orientations led to resistance towards some features of joint learning events.

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Future Research • How PST and MT perspectives on joint events

shift over time

• Connections between PST and MT perceptions and their participation

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Figured Worlds, Tasks, & Hybrid Discourses

Marcy B. Wood Jennifer Kinser-Traut

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Building on the Other Papers

• Edges Paper – Hybridizations in interactions

• Perspectives Paper – What PSTs and mentor teachers say

• Figured Worlds Paper – Perspectives enacted in interactions

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“Two world pitfall” Feiman-Nemser

& Buchmann, 1985

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WHO to be WHO others are How to ACT Valued OUTCOMES

Holland, Lachiocotte, Skinner, & Cain, 2001

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Name:______

Compare problems. Which is easier?

A B

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Pr

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Pr Pr

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Research Questions

• What figured worlds are enacted? • What features of context matter, especially

the task? • What are the consequences for

hybridization?

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Methods

• Joint event – During math methods course – Mentor teachers & PSTs – 2 full days – Content: task-based interviewing

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Methods

• Data – Audio and video tape – Whole group and small group

• Analysis – Open-coded for figured worlds (Strauss & Corbin, 1990)

– Sought connections to context (task) – Examined hybrid discourse

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Teacher-Centered School

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Expert Talk

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Which problem is harder for children? Think about children’s thinking.

A. Ana has 8 flowers. How many more flowers does Ana have to pick to have 12 flowers?

B. Ms. Sanchez has 12 dogs. 8 are big and the rest are little. How many little dogs does she have?

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MT1 [Referring to Problem B] Other than knowing there are twelve dogs, and then they separate out the eight. …

MT2 Yea. Getting to eight and then having to add on just enough to get to twelve, they would get lost getting to the stopping point.

MT1 Knowing that twelve is the result (inaudible) MT2 It's that whole adding on and having to add them. And they

are counting how many they add but they are not counting how many to get to twelve.

… MT2 These are big, these are little. [Referring to the dogs in

Problem B.] I think that would be the easier, knowing = PST1 So PST2 B? [Chewing on pen.]

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MT1 [Referring to Problem B] Other than knowing there are twelve dogs, and then they separate out the eight. …

MT2 Yea. Getting to eight and then having to add on just enough to get to twelve, they would get lost getting to the stopping point.

MT1 Knowing that twelve is the result (inaudible) MT2 It's that whole adding on and having to add them. And they

are counting how many they add but they are not counting how many to get to twelve.

… MT2 These are big, these are little. [Referring to the dogs in

Problem B.] I think that would be the easier, knowing = PST1 So PST2 B? [Chewing on pen.]

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Which problem is harder for children? Think about children’s thinking.

A. Ana has 8 flowers. How many more flowers does Ana have to pick to have 12 flowers?

B. Ms. Sanchez has 12 dogs. 8 are big and the rest are little. How many little dogs does she have?

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Collaborative Professional Development

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Classroom Experience

Readings

Interview Experience

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• Summarize each reading for the mentor teachers at your table

• Pick one idea from each reading that your group thinks is the most important.

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PST Yea. Cause I know, one of my, my second student I interviewed, he just counted in his head…

MT That's funny you should say that. I have a student that NEVER, he never wants to write out anything. I go "Where is your work"? "I did it in my head". …

PST He'd be a good one to interview. MT He um, he's pretty bright but, I still like him. I go "I need to

see what you are thinking. Because maybe the strategies you're using, you can show somebody else." …

PST Just because a student does a problem differently than how you want it, that might be the way that they understand it, and that might be the only way they understand it.

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PST Yea. Cause I know, one of my, my second student I interviewed, he just counted in his head…

MT That's funny you should say that. I have a student that NEVER, he never wants to write out anything. I go "Where is your work"? "I did it in my head". …

PST He'd be a good one to interview. MT He um, he's pretty bright but, I still like him. I go "I need to

see what you are thinking. Because maybe the strategies you're using, you can show somebody else." …

PST Just because a student does a problem differently than how you want it, that might be the way that they understand it, and that might be the only way they understand it.

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Context Figured World • Positioned PSTs as

– Knowledgeable – Important to the Conversation

• 2nd day of interviewing – PSTs were experienced, new to these mentor

teachers

• No resources foregrounded except readings – So all experiences were equally valued

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Figured Worlds

Hybrid Discourses

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Figured Worlds

Hybrid Discourses

Task

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