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Title: Learning to be a Science Teacher: The Worries, Joys, and Vulnerabilities of Exploring New Pedagogies
Authors: Humburg, Megan
Bell, Adam
Keifert, D Teo
Tu, Xintian
Hmelo-Silver, Cindy E.
Danish, Joshua
Lee, Sarah
Henrie, Andrea
Rogers, Meredith Park
Francis, Dionne Cross
Enyedy, Noel
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Humburg, M., Bell, A., Keifert, D. T., Tu, X., Hmelo-Silver, C. E., Danish, J., Lee, S., Henrie, A., Rogers, M. P., Francis, D. C., & Enyedy, N. (2023). Learning to be a science teacher: The worries, joys, and vulnerabilities of exploring new pedagogies. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 649-656). International Society of the Learning Sciences.
Abstract: This paper unpacks forms of socioemotional engagement that emerged in professional development (PD) efforts in the RepTaL project across two sites, as researchers helped elementary school teachers expand their practices around teaching science with representations. Authors analyzed video data from teachers at both sites, using interaction analysis to highlight the social and emotional layers of one-on-one and group PD interactions. Findings suggest that PD spaces afford many opportunities for expressing epistemic affect, in which teachers articulate and collaboratively process emotions that emerge as they build understanding around scientific representations and science teaching. Our analysis showcases forms of socioemotional engagement that were visible as teachers took up the conceptual work of teaching science in new ways, highlighting emotional and social engagement as core interactional processes that support teacher learning.
Description: Long Paper
Appears in Collections:ISLS Annual Meeting 2023

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