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

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