Framing analysis lite: A tool for teacher educators

Andrew Elby, Melissa J. Luna, Amy D. Robertson, Daniel M. Levin, Jennifer Richards

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

A teachers' framing of their classroom interactions with students-their sense of “what's going on here”-affects whether they attend and respond to the substance of students' thinking, a central pillar of effective teaching in mathematics and science. Therefore, teacher educators would benefit from knowing how their pre-service teacher interns (aka student teachers) are framing their various classroom interactions. Unfortunately, detailed framing analysis typically relies on Interaction Analysis of video recordings. Teacher educators rarely have the access and time needed to collect and analyze such data. More commonly, teacher educators obtain pre-service teachers' written reflections about their classroom interactions. We argue that a “lite” version of framing analysis allows teacher educators to infer at least a rough sense of how pre-service teachers are framing various classroom episodes, and this rough framing attribution is “instructionally actionable” in that it can inform the teacher educator's next steps with pre-service teachers.

Original languageEnglish (US)
Title of host publication14th International Conference of the Learning Sciences
Subtitle of host publicationThe Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
EditorsMelissa Gresalfi, Ilana Seidel Horn
PublisherInternational Society of the Learning Sciences (ISLS)
Pages2085-2092
Number of pages8
ISBN (Electronic)9781732467286
StatePublished - 2020
Event14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States
Duration: Jun 19 2020Jun 23 2020

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume4
ISSN (Print)1573-4552

Conference

Conference14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Country/TerritoryUnited States
CityNashville
Period6/19/206/23/20

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

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