Teachers' Learning about Equitable Practice through Talk with Colleagues

Abstract

Using insights from the learning sciences, the four papers in this symposium investigate the ways teachers' collegial talk contributes to their learning about equitable instruction. One pair of papers comes from primarily observational studies, investigating how everyday storytelling and facilitation stand to instantiate or challenge teachers' knowing about their diverse students and their instruction. The other pair of papers comes from design- experiments aiming to transform teacher knowledge. These contribute frameworks for understanding teacher learning through discourse. Together, the collection illuminates relationships between teachers' collegial talk and projects of instructional change.