Crossroads of the Classroom : Narrative Intersections of Teacher Knowledge and Subject Matter

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Front Cover Crossroads of the Classroom: Narrative Intersections of Teacher Knowledge and Subject Matter Copyright Page Contents List of Contributors Acknowledgments Teachers’ Stories of Navigating the Intersection of Subject Matter and Teacher Knowledge Vicki’s Story: Teaching as Inquiry Elaine’s Story: How Helpful Is “Teacher Knowledge” for Teaching? Objectives for the Volume Theoretical Foundations Review of Relevant Literature Crossroads as a Metaphor for Thinking about the Intersections of Subject Matter and Teacher Knowledge Introduction of the Chapters Examining Intersections of Teacher Knowledge and Subject Matter Knowledge Using Narrative Inquiry Approaches Dixie’s Story: Teacher Knowledge as Learning from Tensions References Section I: Entering the Crossroads through Stories at the Elementary Level Variegated Stories of Professional Development: Striking a/n Im/Balance between Science and Mathematics Content Knowledge and Teacher Knowledge Subject Matter Knowledge and Teacher Knowledge: Storying and Restorying Professional Development Context of Inquiry: MSP Professional Development Program Theoretical Framework Elissa’s MSP Experience Knowledge, Development, and Identity Complexities Heard in Elissa’s Storying of Experience Shannon’s Storying of MSP: A Different Set of Assumptions Mathematics Professional Development with Shannon and Vicki Professional Development from Vicki’s Point of View The Professional Development Workshop Begins Shannon: Assumptions about Professional Development End of Day Reflections: Our Teachers’ Storying of Professional Development Vicki: Assumptions about Professional Development Restorying Teacher Professional Development: Learning from Our Experiences Chapter Conclusions: Pausing in the Center of the Intersection References Stories and Statistics: A Mixed Picture of Gender Equity in Mathematics Introduction Mathematics Anxiety and Women Elementary Preservice Teachers Stereotyping about Girls and Mathematics Mathematics Achievements among Girls Guiding Framework for Conceptualizing This Chapter What Is Mathematics Anxiety? Narrative Research in Teacher Education Instructional Context Narrative Applications Related to Subject Matter Analysis Findings Theme 1: Losing My Breath in the Mathematics Classroom Theme 2: Compromised Female Mathematical Capital: Diminished Return on Investments Theme 3: Race to the Finish But Stalled from the Start Theme 4: Girl Gravity: Free Falling in Mathematical Confidence Theme 5: F = Failure Forever Theme 6: The Power of One: Making a Mathematical Difference Theme 7: Luminosity Remembered: Stand Up and Stand Out Moments in Mathematics Theme 8: Mathematical Mirth: Where Meaning and Merriment Come Together Conclusion References A Glimpse into the Future: Practice Teaching in Fifth-Grade Math Shifting Identities: Becoming Teachers, Being Teachers A New Place on the Professional Knowledge Landscape: Michelle’s Story of Her First Practice Teaching Day A Dark and Quiet Beginning Walking around a School Context Using Narrative Inquiry to Make Meaning of Experience Theoretical Foundation: Rooted in Dewey’s Philosophy of Experience Thinking Narratively about Michelle’s Story Michelle Watches as College Students Metamorphose into Teachers Making Meaning of Our Students’ Reflections on Practice Teaching Day Teacher Candidates’ Reflect on the Practice Teaching Day Making Meaning from Student Reflective Comments Conclusion References Choosing the Best Alternative: The Branching Pathways of Consequences in Social Studies Curriculum Choice-Making Inherent Tensions in Curriculum Choice-Making Constructing a Narrative Understanding of Experience in a Social Studies Classroom Curriculum Choice-Making and Social Studies in the Sixth-Grade Classroom: Joey’s Story The Context in Which Joey’s Classroom Sits Returning to Joey’s Experience Standing on the Fulcrum of Teacher Knowledge and Subject Matter Knowledge: Using Schwab’s Writing on the Curriculum as a Guiding Framework for Inquiry Holding Tensions in Balance: Social Studies in the Classroom Sixth-Grade Social Studies Curriculum: Learners and Teacher Explore World History and Religion Learning about Ancient Egypt: Branching Pathways The Consequences of Choice-Making: Developing Differentiated Understandings of Students’ Lives Brimming Tensions Surface: Joey and Kelsey’s Story Making Meaning of Narratives of Experience: Teacher Knowledge and Subject Matter Balancing on the Fulcrum References Section II: Entering the Crossroads through Stories from the Secondary Level Sing it Over: Meditations on “Best-Loved Self” and Sustaining in Secondary English Language Arts Introduction Teachers’ Professional Life Cycles Beginning Teacher Attrition and Identity Guiding Framework for Conceptualizing the Chapter Knowledge Communities Wondering and Wandering into an Intersection Instructional Context Impact on the Individual Impact in Context Narrative Applications Related to Subject Matter Analysis Narrative Identity Conclusions Wonderings References Teaching That “Promotes Diversity”: The Potential of Disruptive Narratives The Problem of Teaching for Diversity Guiding Framework for Conceptualizing This Chapter Narrative Applications Related to Subject Matter Summary of American Born Chinese (Yang, 2006) Constructing the Unit Plan Beginning the Unit Conclusions References Stories of an English Language Arts Teacher in a High Need Secondary School: A Narrative Inquiry into Her Best-Loved Self Anne and Jackson High School “Seeing Big”: Exploring Teacher Retention The Beginning of Our Collaborative Inquiry with Anne Methodology Theoretical Structure of This Narrative Inquiry Learning from Stories Anne Tells about Her Early Years as a Teacher Teacher Preparation Student Teaching First Teaching Position Reflecting on Anne’s Early Career to Understand Her Best-Loved Self: A Research Conversation Learning from Stories Anne Tells about Her Years of Development as a Teacher Gaining Experience Reflecting on Anne’s Year of Development as a Teacher to Understand Her Best-Loved Self: A Research Conversation Learning from Stories Anne Tells about Her Years as a Master Teacher Becoming a Master Teacher Reflecting on Anne’s Master Teacher Years to Understand Her Best-Loved Self: A Research Conversation Learning from a Narrative Inquiry: A Research Conversation about the Process of Studying Teacher Knowledge Considerations and Conclusions of This Conversation References Health, Physical Education Content, and Teacher Knowledge/Identity Introduction Guiding Framework for Conceptualizing This Chapter Instructional Context Teacher Identity HPE Marginalized Narrative Applications Related to Subject Matter Analysis Conclusion References Section III: Entering the Crossroads through Stories from Teacher Preparation A Narrative Inquiry of Other in Special Education: Tensions of Subject Matter Knowledge in Relation to Teacher Knowledge Introduction: Tensions between Subject Matter Knowledge and Teacher Knowledge Review of Literature Personal and Professional Experience: How We Become Special Educators “Other” in Special Education Theoretical Framework Connecting Teacher Knowledge to Notion of Temporal Dimension of the Three-Dimensional Narrative Inquiry Space Examining the Connection between Previous and Current Experiences An Autoethnographic Exploration Methodology Storying/Restorying, Telling/Retelling My Experiences Field Notes and Journals Context: Temporal, Personal, and Social Stories of Interactions with Francisco Responsibilities as a Special Educator and Case Manager and Personal Knowledge as a Sibling Conclusion Power of Autoethnographic Lenses as Special Educators Vulnerability to Become Other Educational Significance Complexities of Identity as a Special Educator Potential of Becoming Other as a Special Educator References Interweaving Narratives of Personal and Professional Selves of a Beginning Teacher in India “My world” of the Participants The Researcher The Context of the Study The Participant Teacher Education in India History of Teacher Education in India Story of a Benchmark Teacher Education Program: Bachelors of Elementary Education Conceptual Framework Teacher’s Stories Teacher’s Knowledge Teacher’s Image Theoretical Framework of Narrative Inquiry Research Questions Three-Dimensional Inquiry Framework Data Findings Ekta’s Narrative Thread I: Space for Self in the Teacher Education Program Unpacking Narrative Thread I: Space for Self in Teacher Education Ekta’s Narrative Thread II: Reverberations of Self in Teaching Unraveling Narrative Thread II: Reverberations of Self in Teaching Ekta’s Narrative Thread III: to Make and Enliven the Curriculum Unraveling Ekta’s Narrative III: To Make and Enliven the Curriculum Discussion Note References “Traditional Teaching Method Still Holds Water”: Narrative Inquiry of Student Teachers’ Professional Identities at the Intersection of Teacher Knowledge and Subject Matter Knowledge Introduction Guiding Framework for Conceptualizing This Chapter Instructional Contexts Teaching and Teacher Education in China Student Teaching Narrative Applications Related to Subject Matter Research Participants Placement Schools “Traditional Teaching Method Still Holds Water”: Jingwen and Wenting’s Reflective turns in Student Teaching Analysis The Metaphoric Understanding of the Student Teaching Experiences Jingwen: “I Feel Like Walking on a Tightrope When I Teach in the Classroom” Wenting: “Finding the Right Road Sign at the Crossroads” Conclusion References Indigenous Education, Relational Pedagogy, and Autobiographical Narrative Inquiry: A Reflective Journey of Teaching Teachers Introduction Guiding Framework for Our Thinking, Living, Teaching, and This Chapter Instructional Context: Multiple Considerations Narrative Applications Related to Subject Matter: Complicating the Conversation Analysis: More Threads to Weave Thread: Our Place in Creation Thread: The Indian You Have in Mind Thread: We Find Footing in Uncertainty Thread: Narrative Pedagogy as Curriculum-Making and Empathy-Building Thread: True Diaries and True Names Thread: Not Easy Work and No Easy Grades Thread: Fear, Care, and Convocation A Small Piece of Sulya’s Autobiographical Narrative Inquiry A Small Piece of Trudy’s Autobiographical Narrative Inquiry Looking Back and Looking Forward References Narrative Resonance among Stories: Crossroads of the Classroom, Curriculum-Makers, and Complexities of Deliberation Section One: At the Crossroads, Looking through Metaphor Finding Meaning through Resonance: A Final Poem of Section One Section Two: At the Crossroads – Relational Knowing, Landscapes, and Narrative Inquiry Section Three: At the Crossroads – Making the Invisible Visible; Moving toward Creating a Space for Deliberation Potential of a Pragmatic Intellectual Space References About the Authors Index