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 language | English (US) |
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Title of host publication | 14th International Conference of the Learning Sciences |
Subtitle of host publication | The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings |
Editors | Melissa Gresalfi, Ilana Seidel Horn |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 2085-2092 |
Number of pages | 8 |
ISBN (Electronic) | 9781732467286 |
State | Published - 2020 |
Event | 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States Duration: Jun 19 2020 → Jun 23 2020 |
Publication series
Name | Computer-Supported Collaborative Learning Conference, CSCL |
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Volume | 4 |
ISSN (Print) | 1573-4552 |
Conference
Conference | 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 |
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Country/Territory | United States |
City | Nashville |
Period | 6/19/20 → 6/23/20 |
Funding
This work was funded by National Science Foundation awards DRL‐122732 and DRL-1552428. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
ASJC Scopus subject areas
- Human-Computer Interaction
- Education