Grappling with "Bigger Questions" of Teaching: Engaging in Critical Reflection through Participation in Cogenerative Dialogues

Autor/in	Beltramo, John Luciano
Titel	Grappling with "Bigger Questions" of Teaching: Engaging in Critical Reflection through Participation in Cogenerative Dialogues
Quelle	In: Teacher Education Quarterly, 47 (2020) 2, S.86-107 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Critical Theory; Reflective Teaching; Dialogs (Language); Urban Schools; High School Teachers; Science Teachers; Focus Groups; Teacher Student Relationship; Scaffolding (Teaching Technique); Student Centered Learning; Active Learning; Inquiry; Cooperative Learning; Student Attitudes; Graduate Students; Student Diversity; Equal Education + Suchen Sie Ihr Suchwort? Kritische Theorie; Dialog; Dialogs; Dialogue; Dialogues; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Kooperatives Lernen; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This investigation explores the critical reflection of two urban high school science teachers as they participate in cogenerative dialogues--weekly discussions with focus groups of students that are held outside of instructional hours and that center on identifying and addressing problem areas of classroom teaching and learning. The study finds that, over their semester-long participation in the dialogues, the teachers often grappled with what they termed the "big questions" of teaching--tensions centering on the extent of scaffolding versus the demands of rigor, district-mandated curriculum versus student-centered inquiry, and the competing purposes of collaborative student work. Addressing such tensions within cogenerative dialogues helped the teachers progress from technical and comparative considerations of instruction, to more critical forms of reflection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01