Please use this identifier to cite or link to this item:
Title: Framing Analysis Lite: A Tool for Teacher Educators
Authors: Elby, Andrew
Luna, Melissa
Robertson, Amy
Levin, Daniel
Richards, Jennifer
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Elby, A., Luna, M., Robertson, A., Levin, D., & Richards, J. (2020). Framing Analysis Lite: A Tool for Teacher Educators. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2085-2092). Nashville, Tennessee: International Society of the Learning Sciences.
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.
Appears in Collections:ICLS 2020

Files in This Item:
File SizeFormat 
2085-2092.pdf251 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.