Abstract
Supporting teachers’ attention and responsiveness to the substance of student thinking is increasingly emphasized across disciplines. Yet studies demonstrate how such responsiveness, in practice, is highly contextualized and often fleeting. This study conceptualizes and examines what functioned as “resources for responsiveness” within and across nine sustained cases of responsiveness in three science teachers’ inquiry-oriented classrooms. Analyses demonstrated how a diverse range of personal, social, and material/structural resources facilitated teachers’ responsiveness, with some commonalities but also much variation across teachers. These findings contribute to the field’s understanding of what may support teachers’ attention and responsiveness to student thinking and suggest the importance of (a) responsiveness in the design and facilitation of professional learning and (b) increased attention to teachers’ affect.
Original language | English (US) |
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Pages (from-to) | 481-494 |
Number of pages | 14 |
Journal | Journal of Teacher Education |
Volume | 74 |
Issue number | 5 |
DOIs | |
State | Published - Nov 1 2023 |
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by funding from NSF DRL-0733613 and NSF EHR/DUE-0831970. All findings, opinions, and recommendations expressed herein are those of the author and have been partly drawn and adapted from her dissertation.
Keywords
- instructional practices
- professional development
- resources
- responsiveness to student thinking
- science education
ASJC Scopus subject areas
- Education