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Loughran, John; Berry, Amanda
Modelling by Teacher Educators.
2003-04-0018p.; Paper presented at the Annual Meeting of the AmericanEducational Research Association (Chicago, IL, April 21-25,2003).
Reports Descriptive (141) Speeches/Meeting Papers (150)EDRS Price MF01/PC01 Plus Postage.Elementary Secondary Education; Higher Education; *Modeling(Psychology); *Preservice Teacher Education; *Role Models ;
*Teacher EducatorsBehavior Modeling
This paper explains one university's approach to explicitmodeling of practice. It briefly outlines the university's conception ofepisteme and phronesis, then explores the university's views of explicitmodeling, which is seen as operating concurrently at two levels. At onelevel, it is about teacher educators "doing" in their practice what theyexpect their students to do in their teaching. This means they must model theuse of engaging and innovative teaching practices, rather than deliverinformation about such practice through traditional approaches. At anotherlevel, there is a need to offer student teachers access to the pedagogicalreasoning, feelings, thoughts, and actions that accompany practice across arange of teaching and learning experiences. Teacher educators make suchaccess available in a variety of ways, through think-alouds, journaling,discussions during and after class with groups and individuals, andquestioning, probing, and inquiry created through pedagogic interventionsduring teaching and debriefing of shared teaching and learning experiences.Four areas articulated through the university's experiences include:professional critique offers ways of seeing into experience; seeing differenttypes of teaching decisions in action helps highlight the problematic natureof teaching; genuinely searching for differences between actions and intent;and valuing collaboration and co-teaching. (Contains 23 references.) (SM)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
Modelling by Teacher Educators
John Loughran and Amanda Berry
Faculty of Education
Monash University
A paper presented at the annual meeting of the American Educational ResearchAssociation, April, 2003, Chicago.
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Mod
ellin
g by
Tea
cher
Edu
cato
rs
John
Lou
ghra
n an
d A
man
da B
erry
Mon
ash
Uni
vers
ity
The
re h
ave
been
con
sist
ent c
alls
thro
ugho
ut th
e lit
erat
ure
for
teac
her
educ
ator
s to
pay
atte
ntio
n to
thei
r ow
n ex
perie
nces
in o
rder
to b
ette
r un
ders
tand
how
to a
ppro
ach
teac
hing
abo
ut te
achi
ng s
o th
at s
tude
nts'
lear
ning
abo
ut te
achi
ng m
ight
be
enha
nced
.
Gui
lfoyl
e (1
995)
not
es th
e in
here
nt im
port
ance
of "
Wal
king
the
Tal
k", S
chill
er &
Str
eitm
atte
r (1
994)
and
Lou
ghra
n (1
996)
exa
min
e "P
ract
icin
g w
hat I
Pre
ach"
, whi
le
Adl
er (
1993
) im
plor
es te
ache
r ed
ucat
ors
to b
ecom
e re
flect
ive
prac
titio
ners
, "an
idea
that
has
per
mea
ted
teac
her
educ
atio
n" (
p. 1
60).
Fur
ther
to th
is, H
eato
n &
Lam
pert
CA
.)
(199
3) n
ote
that
, "W
e al
so n
eed
to le
arn
abou
t how
to te
ach
teac
hers
to p
ut th
ese
prac
tices
into
effe
ct a
nd h
ow to
pre
pare
teac
her
educ
ator
s to
wor
k in
way
s th
at a
re
cons
onan
t with
the
kind
of t
each
ing
envi
sion
ed in
ref
orm
s" (
p. 4
3). I
n pa
rt, i
t cou
ld
wel
l be
argu
ed, t
hat t
his
ques
tioni
ng o
f app
roac
hes
to te
achi
ng a
bout
teac
hing
that
abou
nd in
the
liter
atur
e ca
n be
add
ress
ed th
roug
h se
lf-st
udy
(see
Ham
ilton
, 199
8).
Sel
f-st
udy,
as
Kos
nik
(200
1) e
xpla
ins,
com
pris
es a
n ob
ligat
ion
that
prac
titio
ners
them
selv
es s
houl
d w
ork
in th
e ve
ry w
ay th
ey a
dvoc
ate
for
thei
r st
uden
ts.
Acc
ompa
nyin
g th
is e
xpec
tatio
n is
that
by
doin
g th
at w
hich
one
adv
ocat
es fo
r on
e's
stud
ents
, so
it w
ill o
ffer
insi
ghts
into
teac
hing
and
lear
ning
that
mig
ht o
ther
wis
e no
t
be fu
lly a
ppre
ciat
ed o
r un
ders
tood
if s
uch
lear
ning
was
not
gen
uine
ly e
xper
ienc
ed b
y
ones
elf.
The
refo
re r
ecog
nizi
ng th
e im
port
ance
of l
earn
ing
thro
ugh
expe
rienc
e in
ord
er
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
2
to b
ette
r in
form
one
self
abou
t pra
ctic
e ca
n be
a p
ower
ful c
atal
yst f
or in
quiry
for
man
y
invo
lved
in te
ache
r ed
ucat
ion.
Des
pite
the
conn
otat
ions
abo
ut in
divi
dual
ity th
at m
ay b
e co
njur
ed u
p by
the
use
of th
e te
rm s
elf-
stud
y fo
r su
ch in
quiry
, it i
s im
port
ant t
o no
te th
at b
eyon
d an
indi
vidu
al's
des
ire to
be
bette
r in
form
ed a
bout
how
they
thin
k an
d ac
t (to
pur
pose
fully
refr
ame
(Sch
oll,
1983
) th
eir
prac
tice)
, is
an e
xpec
tatio
n th
at le
arni
ng th
roug
h se
lf-
stud
y m
ight
als
o he
lp to
pos
itive
ly c
halle
nge
and
chan
ge te
achi
ng a
nd te
ache
r
educ
atio
n pr
actic
es m
ore
gene
rally
. Wilk
es (
1998
) m
akes
this
ver
y po
int i
n he
r
expl
orat
ion
of p
arad
oxes
in te
achi
ng. H
er s
tudy
illu
stra
tes
how
she
is c
onst
antly
driv
en to
mak
e he
r le
arni
ng m
ove
beyo
nd h
erse
lf an
d to
be
avai
labl
e an
d he
lpfu
l to
othe
rs (
stud
ents
and
col
leag
ues)
. Cha
ngin
g pr
actic
es a
nd p
rogr
ams
is th
en a
'big
pict
ure'
pur
pose
that
eng
ages
and
sus
tain
s m
any
invo
lved
in th
e se
lf-st
udy
of te
achi
ng
and
teac
her
educ
atio
n pr
actic
es.
Res
earc
h on
teac
hing
pra
ctic
e by
teac
hers
hol
ds in
valu
able
pro
mis
efo
r de
velo
ping
new
und
erst
andi
ngs
and
prod
ucin
g ne
w k
now
ledg
eab
out t
each
ing
and
lear
ning
, For
mal
izin
g su
ch s
tudy
of p
ract
ice
thro
ugh
self-
stud
y is
impe
rativ
e...T
he v
alue
of s
elf-
stud
y de
pend
s on
the
rese
arch
er/te
ache
r pr
ovid
ing
conv
inci
ng e
vide
nce
that
they
kno
ww
hat t
hey
clai
m to
kno
w. (
Ham
ilton
& P
inne
gar,
199
8, p
. 243
)
With
out f
orm
aliz
ing
rese
arch
on
teac
hing
, with
out i
llust
ratin
g th
e ev
iden
ce th
at
info
rms
appr
oach
es to
pra
ctic
e, w
ithou
t pus
hing
the
boun
darie
s of
kno
wle
dge
of
teac
hing
and
lear
ning
abo
ut te
achi
ng, c
hang
e is
not
like
ly to
be
enac
ted
beyo
nd th
e
indi
vidu
al. H
ence
, in
an a
ttem
pt to
exp
lain
our
lear
ning
thro
ugh
self-
stud
y an
d to
thus
form
aliz
e th
at le
arni
ng, t
his
pape
r is
inte
nded
to o
ffer
our
idea
s, in
sigh
ts a
nd
appr
oach
es to
teac
hing
abo
ut te
achi
ng in
ord
er th
at th
ey m
ight
be
shar
ed w
ith, a
nd
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il. 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
3
inte
rrog
ated
by
othe
rs, i
n or
der
to fu
rthe
r de
velo
p un
ders
tand
ings
of t
each
er e
duca
tion
prac
tices
.
Pur
pose
of t
he p
aper
The
mai
n pu
rpos
e of
this
pap
er is
to e
xpla
in o
ur a
ppro
ach
to w
hat w
e de
scrib
e as
prof
essi
onal
crit
ique
and
ped
agog
ic in
terv
entio
ns a
s fo
rms
of e
xplic
it m
odel
ling
whi
ch w
e ar
gue
resu
lt in
"m
eta-
lear
ning
" -
a m
ost v
alua
ble
form
of l
earn
ing
abou
t
lear
ning
for
both
teac
her
educ
ator
s an
d st
uden
t tea
cher
s. W
e be
lieve
that
the
abili
ty to
artic
ulat
e th
e pu
rpos
es u
nder
pinn
ing
prac
tice
for
ones
elf a
nd o
ther
s is
a d
esira
ble
prof
essi
onal
com
pete
ncy
to b
e de
velo
ped
by b
oth
teac
her
educ
ator
s an
d st
uden
t
teac
hers
. How
ever
, eve
n th
ough
it m
ay w
ell b
e de
sira
ble,
it n
eeds
to b
e re
cogn
ized
that
it is
com
plex
and
diff
icul
t to
do a
nd is
par
ticul
arly
diff
icul
t to
deve
lop
alon
e.
The
abi
lity
to b
e ex
plic
it ab
out w
hat o
ne is
doi
ng a
nd w
hy is
enh
ance
d th
roug
h
47b
syst
emat
ical
ly in
quiri
ng in
to le
arni
ng fr
om e
xper
ienc
e (t
hrou
gh s
elf-
stud
y) s
o th
at th
e
rela
tions
hip
betw
een
know
ing
and
doin
g m
ight
be
mor
e ac
cess
ible
(th
us a
ddre
ssin
g
the
theo
ry-p
ract
ice
gap)
. Im
port
antly
thou
gh, l
earn
ing
from
the
expe
rienc
e of
'bei
ng
expl
icit'
req
uire
s a
sens
itivi
ty to
the
ongo
ing
tens
ions
ass
ocia
ted
with
bal
anci
ng
stud
ent t
each
ers'
per
ceiv
ed n
eeds
and
con
cern
s an
d th
eir
teac
her
educ
ator
's b
elie
fs
abou
t wha
t the
y to
nee
d kn
ow a
nd b
e ab
le to
do.
Str
uctu
re o
f the
pap
er
Thi
s pa
per
is s
truc
ture
d in
suc
h a
way
as
to il
lust
rate
our
app
roac
h to
, and
unde
rsta
ndin
g of
, exp
licit
mod
ellin
g of
pra
ctic
e. T
o do
this
, we
begi
n w
ith a
brie
f
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
4
outli
ne o
f our
con
cept
ualis
atio
n of
epi
stem
e an
d ph
rone
sis
(Kor
thag
en e
t al,
2001
) fo
r,
it is
par
tly a
s a
resu
lt of
our
und
erst
andi
ng o
f the
se c
once
pts
that
we
have
com
e to
artic
ulat
e ou
r ap
proa
ches
to, a
nd p
urpo
ses
in, t
each
ing
abou
t tea
chin
g. W
e th
en
expl
ore
our
view
s of
exp
licit
mod
ellin
g w
hich
we
see
as o
pera
ting
conc
urre
ntly
at t
wo
leve
ls. A
t one
leve
l, ex
plic
it m
odel
ling
is a
bout
us
"doi
ng"
in o
ur p
ract
ice
that
whi
ch
we
expe
ct o
ur s
tude
nts
to d
o in
thei
r te
achi
ng. T
his
mea
ns w
e m
ust m
odel
the
use
of
enga
ging
and
inno
vativ
e te
achi
ng p
roce
dure
s fo
r ou
r st
uden
ts r
athe
r th
an "
deliv
er"
info
rmat
ion
abou
t suc
h pr
actic
e th
roug
h th
e tr
aditi
onal
(an
d of
ten
expe
cted
)
tran
smis
sive
app
roac
h. A
t ano
ther
leve
l the
re is
als
o a
need
to o
ffer
our
stud
ent
teac
hers
acc
ess
to th
e pe
dago
gica
l rea
soni
ng, f
eelin
gs, t
houg
hts
and
actio
ns th
at
acco
mpa
ny o
ur p
ract
ice
acro
ss a
ran
ge o
f tea
chin
g an
d le
arni
ng e
xper
ienc
es. W
e
mak
e su
ch a
cces
s av
aila
ble
in a
var
iety
of w
ays,
thro
ugh
'thin
king
alo
ud' (
see
Loug
hran
, 199
6), j
oum
alin
g, d
iscu
ssio
ns d
urin
g an
d af
ter
clas
s w
ith g
roup
s an
d
indi
vidu
al s
tude
nt te
ache
rs (
see
Ber
ry, 2
001;
Ber
ry &
Lou
ghra
n, 2
002)
, and
, the
mai
n
focu
s fo
r th
is p
aper
, thr
ough
the
ques
tioni
ng, p
robi
ng a
nd in
quiry
cre
ated
thro
ugh
our
peda
gogi
c in
terv
entio
ns d
urin
g te
achi
ng a
nd d
e-br
iefin
g of
our
sha
red
teac
hing
and
lear
ning
exp
erie
nces
. Acc
essi
ng th
ese
view
s w
e se
e as
offe
ring
part
icip
ants
a fo
rm o
f
'met
a-le
arni
ng';
lear
ning
bey
ond
the
imm
edia
te a
nd u
ncov
erin
g le
arni
ng a
bout
the
lear
ning
and
teac
hing
bei
ng e
xper
ienc
ed.
Met
a-le
arni
ng is
an
impo
rtan
t iss
ue fo
r us
as
we
take
ser
ious
ly th
e ne
ed fo
r ou
r
stud
ent t
each
ers
to b
e in
vite
d to
del
iber
atel
y re
flect
on
the
rela
tions
hip
betw
een
teac
hing
and
lear
ning
inte
nts,
pur
pose
s an
d ac
tions
inhe
rent
in o
ur s
hare
d te
achi
ng
expe
rienc
es. B
oth
of th
ese
aspe
cts
of m
odel
ling
are
deve
lope
d th
roug
h th
e us
e of
prof
essi
onal
crit
ique
and
ped
agog
ic in
terv
entio
n (t
hrou
gh w
hich
met
a-le
arni
ngca
n be
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an. J
.J. a
nd D
eny,
A.
5
pers
onal
ly p
rofo
und)
. Pro
fess
iona
l cri
tique
invo
lves
con
stru
ctiv
e cr
itici
sm o
f ou
r
(stu
dent
teac
hers
and
teac
her
educ
ator
s) a
ppro
ache
s to
teac
hing
and
lear
ning
whi
le
peda
gogi
c in
terv
entio
ns a
re th
ose
actio
ns w
e ta
ke th
at a
re in
tend
ed to
impa
ct o
n
stud
ent t
each
ers'
teac
hing
.
In o
rder
for
thes
e as
pect
s of
exp
licit
mod
ellin
g to
be
laid
out
for
the
read
er, w
e
cons
ider
them
fir
st f
rom
a te
ache
r ed
ucat
or's
then
fro
m a
stu
dent
teac
her's
pers
pect
ive.
The
pap
er u
nfol
ds b
y co
nsid
erin
g th
ese
pers
pect
ive
in li
ght o
f th
e
lear
ning
thro
ugh
self
-stu
dy th
at h
as e
mer
ged
for
us a
s w
ell a
s of
feri
ng in
sigh
t int
o
som
e of
the
feat
ures
of
teac
hing
and
lear
ning
abo
ut te
achi
ng th
at w
e ar
e be
ginn
ing
to
artic
ulat
e as
a r
esul
t of
our
exte
nded
sel
f-st
udy
jour
ney
(at p
rese
nt, a
fou
rye
ar
long
itudi
nal c
olla
bora
tive
stud
y of
pra
ctic
e).
In th
e fo
llow
ing
sect
ion,
we
intr
oduc
e ep
iste
me
and
phro
nesi
s in
ord
er to
situ
ate
our
wor
k w
ithin
a f
ram
ewor
k th
at w
e ha
ve f
ound
hel
pful
in u
nder
stan
ding
and
expl
aini
ng o
ur d
evel
opm
ent o
f kn
owle
dge
of p
ract
ice
in te
ache
r ed
ucat
ion.
Epi
stem
e an
d ph
rone
sis
Kor
thag
en e
t al (
2001
) ex
amin
e th
e re
latio
nshi
p be
twee
n th
eory
and
pra
ctic
e by
outli
ning
thre
e ba
sic
assu
mpt
ions
that
app
ear
to u
nder
pin
wha
t the
y de
scri
be a
s
trad
ition
al te
ache
r ed
ucat
ion
prog
ram
s. T
hese
thre
e ba
sic
assu
mpt
ions
are
that
:
theo
ries
hel
p te
ache
rs to
per
form
thei
r ro
le; t
hese
theo
ries
are
bas
ed o
n sc
ient
ific
rese
arch
; and
, tea
cher
edu
cato
rs s
houl
d m
ake
a ch
oice
con
cern
ing
the
theo
ries
to b
e
incl
uded
in te
ache
r ed
ucat
ion
prog
ram
s. K
orth
agen
goe
s on
to e
xpla
in h
ow th
ese
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.L
ough
ran,
J.J
. and
Ber
ry. A
.
6
assu
mpt
ions
are
at t
he h
eart
of
the
tech
nica
l-ra
tiona
lity
mod
el a
nd th
at it
not
onl
y ha
s
seri
ous
flaw
s bu
t tha
t it c
reat
es a
nd/o
r ex
acer
bate
s th
e w
ell d
ocum
ente
d th
eory
-
prac
tice
gap.
His
res
pons
e to
the
tech
nica
l-ra
tiona
lity
mod
el, d
evel
oped
ove
r m
any
year
s, is
the
Rea
listic
Tea
cher
Edu
catio
n pr
ogra
m.
The
Rea
listic
Tea
cher
Edu
catio
n pr
ogra
m h
as b
een
(and
is s
till)
dev
elop
ed b
y
payi
ng c
aref
ul a
ttent
ion
to th
e na
ture
of
theo
ry a
nd p
ract
ice
with
reg
ard
to b
oth
its
valu
e an
d pl
ace
in le
arni
ng to
teac
h an
d, th
us, d
evel
ops
the
idea
s of
the
appl
icab
ility
of T
heor
y w
ith a
big
T (
epis
tem
e) a
nd th
eory
with
a s
mal
l t (
phro
nesi
s). T
hrou
gh a
conc
eptu
aliz
atio
n of
teac
her
educ
atio
n w
here
by m
oder
atin
g th
e w
ay th
at th
eory
is
appr
opri
ate
and
usea
ble,
Kor
thag
en il
lust
rate
s ho
w th
e R
ealis
tic T
each
er E
duca
tion
prog
ram
hel
ps p
artic
ipan
ts (
teac
her
educ
ator
s an
d st
uden
t tea
cher
s) d
evel
op th
eir
unde
rsta
ndin
g of
pro
fess
iona
l pra
ctic
e.
One
way
in w
hich
this
mod
erat
ion
betw
een
theo
ry a
nd p
ract
ice
occu
rs is
thro
ugh
the
AL
AC
T m
odel
(a
refl
ectiv
e pr
actic
e ap
proa
ch, s
ee K
orth
agen
, 198
5) a
nd
it is
the
unde
rpin
ning
s of
pra
ctic
e su
ch a
s th
is th
at le
ads
to h
is c
all f
or o
ther
s to
sim
ilarl
y ch
alle
nge
teac
her
educ
atio
n th
roug
h th
ough
tful
and
info
rmed
teac
hing
and
lear
ning
app
roac
hes.
Kor
thag
en e
t al's
(20
01)
exte
nsiv
e de
scri
ptio
n of
Rea
listic
Tea
cher
Edu
catio
n, th
e im
bedd
ed r
esea
rch
that
sha
pes
the
appr
oach
and
, the
impo
rtan
ce o
f un
ders
tand
ing
the
valu
e an
d us
e of
epi
stem
e an
d ph
rone
sis,
is a
n
exam
ple
of h
ow te
ache
r ed
ucat
ors
can
rese
arch
thei
r ow
n te
achi
ng a
bout
teac
hing
such
that
they
mig
ht b
egin
to a
rtic
ulat
e a
peda
gogy
of
teac
her
educ
atio
n. K
orth
agen
's
appr
oach
is a
val
uabl
e le
ns f
or e
xam
inin
g an
d be
tter
unde
rsta
ndin
g ho
w e
pist
eme
and
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion.
Apr
il, 2
003,
Chi
cago
.L
ough
ran.
J.J
. and
Ber
ry, A
.
78
phro
nesi
s ca
n be
use
ful t
ools
for
inte
rpre
ting
and
dire
ctin
g le
arni
ng th
roug
h
expe
rienc
e.
Kor
thag
en e
t al (
2001
) de
scrib
e ep
iste
me
(The
ory
with
a B
ig T
) as
exp
ert
know
ledg
e on
the
part
icul
ar p
robl
em th
at is
con
nect
ed to
a s
cien
tific
und
erst
andi
ng o
f
that
pro
blem
. Epi
stem
e is
ther
efor
e pr
opos
ition
al (
cons
ists
of a
set
of a
sser
tions
) th
at
appl
y ge
nera
lly to
man
y di
ffere
nt s
ituat
ions
and
is fr
eque
ntly
form
ulat
ed in
abs
trac
t
term
s. P
hron
esis
(th
eory
with
a s
mal
l t)
is p
ract
ical
wis
dom
that
is p
rimar
ily
conc
erne
d w
ith, "
...th
e un
ders
tand
ing
of s
peci
fic c
oncr
ete
case
s an
d co
mpl
ex a
nd
ambi
guou
s si
tuat
ions
" (p
. 24)
.
Thi
s di
ffere
ntia
tion
betw
een
epis
tem
e an
d ph
rone
sis
beco
mes
incr
easi
ngly
clea
r in
situ
atio
ns w
here
pro
blem
s fr
om p
ract
ical
exp
erie
nce
do n
ot s
eem
to b
e ab
le to
be r
esol
ved
thro
ugh
solu
tions
ava
ilabl
e fr
om th
eore
tical
res
earc
h kn
owle
dge.
For
man
y te
ache
r ed
ucat
ors,
this
is a
n ev
er p
rese
nt fe
atur
e of
thei
r te
achi
ng c
onte
xt. F
or
exam
ple,
"It
[pro
blem
] can
stim
ulat
e a
stud
ent t
o lo
ok fo
r in
stru
ctio
nal i
deas
in
hand
book
s or
eve
n in
res
earc
h st
udie
s. B
ut s
omet
imes
- m
ore
ofte
n th
an w
e w
ish
it
does
not
see
m to
hel
p. W
hat s
eem
s ob
viou
s to
the
teac
her
educ
ator
is n
otso
to th
e
stud
ent t
each
er...
ther
e is
an
unbr
idge
able
gap
bet
wee
n ou
r w
ords
and
the
stud
ent's
expe
rienc
es"
(Kor
thag
en e
t al.,
200
1, p
. 22)
.
In m
any
case
s, th
is s
ituat
ion
whe
reby
, "w
hat s
eem
s ob
viou
s to
the
teac
her
educ
ator
is n
ot s
o to
the
stud
ent t
each
er"
and
bein
g co
nfro
nted
by
the
unbr
idge
able
gap
betw
een
wor
ds a
nd e
xper
ienc
es,
may
lead
som
e te
ache
r ed
ucat
ors
to a
dopt
a
"tea
chin
g as
telli
ng, s
how
ing,
gui
ded
prac
tice
appr
oach
" (M
yers
, 200
2). H
owev
er,
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion.
Apr
il, 2
003.
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
. A.
doin
g so
sim
ply
exac
erba
tes
the
gap
betw
een
wor
ds a
nd e
xper
ienc
eas
it r
einf
orce
s a
sens
e of
"be
ing
told
wha
t to
notic
e/le
arn"
and
ther
efor
e fu
rthe
r di
min
ishe
s th
e
poss
ibili
ties
for
genu
ine
lear
ning
abo
ut te
achi
ng. Y
et b
y pu
rpos
eful
ly a
ddre
ssin
g th
e
tens
ions
and
dile
mm
as in
here
nt in
pra
ctic
e, th
roug
h a
reco
gniti
on o
f the
pla
ce o
f bot
h
epis
tem
e an
d ph
rone
sis,
teac
her
educ
ator
s ca
n co
me
to b
ette
r un
ders
tand
teac
hing
abou
t tea
chin
g an
d, s
tude
nt te
ache
rs a
re a
lso
mor
e lik
ely
to c
ome
to b
ette
r un
ders
tand
how
to a
ppro
ach
the
prac
tical
pro
blem
s th
ey w
ish
to a
ddre
ss.
Con
text
For
the
past
four
yea
rs w
e ha
ve d
evel
oped
and
co-
taug
ht a
dou
ble
degr
ee p
re-s
ervi
ce
teac
her
prep
arat
ion
subj
ect t
itled
Dev
elop
ing
Peda
gogy
.D
evel
opin
g P
edag
ogy
has
been
org
aniz
ed w
ith a
cur
ricul
ar fo
cus
base
d on
exp
licitl
y m
odel
ling
part
icul
ar
aspe
cts
of te
achi
ng s
o th
at w
e ca
n "u
npac
k" th
ese
aspe
cts
of te
achi
ng th
roug
h
prof
essi
onal
crit
ique
s of
pra
ctic
e. C
onse
quen
tly, o
ur r
esea
rch
of o
ur te
achi
ng h
as
help
ed u
s to
con
cept
ualiz
e ou
r gr
owin
g un
ders
tand
ing
of o
ur k
now
ledg
e of
pra
ctic
e
thro
ugh
an a
rtic
ulat
ion
of te
nsio
ns (
see
Ber
ry, F
orth
com
ing)
and
ass
ertio
ns (
see
Loug
hran
, 200
2).
We
do n
ot in
tend
to r
evis
it th
e st
ruct
ure
and
natu
re o
f Dev
elop
ing
Peda
gogy
in
this
pap
er (
for
a de
taile
d de
scrip
tion,
see
Ber
ry &
Lou
ghra
n, 2
002)
but
rat
her,
to
conc
entr
ate
on th
e na
ture
of p
rofe
ssio
nal c
ritiq
ue a
nd th
e de
velo
pmen
t of e
xplic
it
mod
ellin
g th
at a
ccom
pani
es th
is v
iew
of t
each
ing
and
lear
ning
abo
ut te
achi
ng. W
e
trus
t tha
t in
so d
oing
, the
app
roac
hes
to p
ract
ice
that
we
deta
il m
ight
then
be
info
rmat
ive
for
othe
rs' t
each
ing
abou
t tea
chin
g an
d, c
onse
quen
tly, t
heir
stud
ents
'
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
9
lear
ning
abo
ut te
achi
ng. W
e be
gin
with
a v
igne
tte a
bout
our
initi
al m
odel
ling
of
prof
essi
onal
crit
ique
as
an e
ntré
e to
exp
licit
mod
ellin
g.
Setti
ng th
e Sc
ene
In p
lann
ing
for
toda
y's
clas
s, w
e ha
ve c
aref
ully
con
side
red
the
purp
ose
of th
e se
ssio
n an
d di
scus
sed
in d
etai
l fea
ture
s of
the
expe
rienc
e th
atw
e th
ink
will
be
impo
rtan
t to
supp
ort t
his
purp
ose.
To
begi
n, th
ere
isth
e ne
ed to
bui
ld tr
ust a
nd r
appo
rt w
ith th
e cl
ass
quic
kly
and
toill
ustr
ate
our
open
ness
and
acc
epta
nce
to o
ther
s' v
iew
s an
d id
eas;
thus
non
judg
men
tal r
espo
nses
to q
uest
ions
, com
men
ts a
nd r
espo
nses
are
cruc
ial.
We
also
kno
w it
is im
port
ant t
o m
ake
clea
r ou
r ap
proa
ch to
the
stud
ents
at s
ome
stag
e in
the
sess
ion.
For
this
cla
ss w
e ha
vede
cide
d to
use
a P
OE
teac
hing
pro
cedu
re (
Pre
dict
, Obs
erve
, Exp
lain
) -
alth
ough
it c
ould
be
any
teac
hing
pro
cedu
re fo
r it
is th
e en
gage
men
t in
lear
ning
that
is c
ruci
al.
We
have
alre
ady
disc
usse
d th
e ro
les
each
will
ass
ume
- on
e of
us
will
cond
uct t
his
initi
al te
achi
ng e
xper
ienc
e w
ith th
e cl
ass
and
the
othe
rw
ill th
en d
e-br
ief t
he te
achi
ng th
roug
h pu
shin
g an
d pr
obin
g th
ete
ache
r's p
urpo
ses,
pra
ctic
es a
nd te
achi
ng b
ehav
iour
s. T
hrou
gh th
ispr
oces
s, th
e de
-brie
fer
will
then
be
both
mod
ellin
g pr
ofes
sion
alcr
itiqu
e an
d in
vitin
g th
e st
uden
t tea
cher
s to
beg
in to
do
likew
ise.
Bei
ng th
e te
ache
r in
this
situ
atio
n is
ris
ky fo
r it
crea
tes
a vu
lner
abili
tyin
pra
ctic
e no
t com
mon
in te
ache
r ed
ucat
ion,
as
expo
sing
one
'spr
actic
e an
d ge
nuin
ely
seek
ing
criti
que
is a
cha
lleng
e to
the
trad
ition
al'e
xper
t' st
atus
of t
he te
ache
r ed
ucat
or. I
nitia
lly th
is s
ituat
ion
can
also
appe
ar c
ontr
adic
tory
for
stud
ent t
each
ers
who
se p
revi
ous
expe
rienc
esin
uni
vers
ity c
lass
es o
ften
disc
oura
ges
them
from
que
stio
ning
ate
ache
r's p
edag
ogic
al p
urpo
ses
and
prac
tices
. How
ever
, tea
chin
g is
not t
he o
nly
risk.
De-
brie
fing
is a
lso
diffi
cult.
The
deb
riefe
r ne
eds
toex
plic
itly
mod
el p
rofe
ssio
nal c
ritiq
ue; a
nd in
so
doin
g, h
elp
to b
ring
the
stud
ent t
each
ers
to c
onsi
der
how
they
will
app
ropr
iate
ly fo
rm th
eir
own
ques
tions
and
com
men
ts a
bout
the
teac
hing
epi
sode
so
that
they
are
prof
essi
onal
, not
per
sona
l; an
d, th
roug
h th
is p
roce
ss, a
ttem
pt to
unco
ver
the
teac
her's
ped
agog
ical
rea
soni
ng, f
eelin
gs a
nd b
elie
fsab
out p
ract
ice
that
und
erpi
nned
the
teac
hing
situ
atio
n. T
his
then
enab
les
all p
artic
ipan
ts to
beg
in to
ref
lect
upo
n th
e ep
isod
e in
am
eani
ngfu
l way
. The
re is
an
obvi
ous
risk
for
stud
ents
, her
e. T
hey
are
bein
g en
cour
aged
to h
ones
tly s
peak
out
in w
ays
that
cha
lleng
e th
eir
trad
ition
al r
ole
as p
assi
ve le
arne
rs. W
e ne
ed to
be
min
dful
of
cons
iste
ntly
affi
rmin
g an
d en
cour
agin
g th
eir
"voi
ce",
hen
ce th
e ne
edfo
r ca
refu
l con
side
ratio
n of
our
ow
n te
achi
ng b
ehav
iour
s an
d ou
rre
spon
ses
and
how
they
mig
ht b
e in
terp
rete
d by
oth
ers.
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003.
Chi
cago
.Lo
ughr
an. J
.J. a
nd B
erry
, A.
The
ses
sion
beg
ins.
...
Afte
r br
iefly
out
linin
g th
e pu
rpos
e of
the
sess
ion
to th
e st
uden
ts (
toex
perie
nce
a te
achi
ng s
ituat
ion
then
to p
ublic
ly "
unpa
ck it
") th
ete
ache
r in
trod
uces
, in
this
cas
e, a
P.O
.E. H
oldi
ng tw
o sh
eets
of p
aper
the
teac
her
asks
the
clas
s to
pre
dict
wha
t will
hap
pen
whe
n he
blo
ws
aco
nsta
nt s
trea
m o
f air
dow
n be
twee
n th
e sh
eets
. Thr
ough
wor
king
with
the
pred
ictio
ns, a
ttem
ptin
g to
enc
oura
ge th
ose
who
are
not
conf
iden
t to
mak
e a
pred
ictio
n, a
nd g
ener
ally
tryi
ng to
eng
age
and
mot
ivat
e st
uden
ts, t
he te
ache
r ev
entu
ally
con
duct
s th
e ex
perim
ent s
oth
at th
e pr
edic
tions
can
be
test
ed. T
he s
tude
nts
are
invi
ted
to n
ote
wha
t the
y se
e an
d to
rec
ord
this
brie
fly in
writ
ing.
A s
hort
ope
n-en
ded
disc
ussi
on o
f the
obs
erva
tions
ens
ues,
follo
wed
by
a m
ore
inte
nse
disc
ussi
on b
ased
on
the
diffe
rent
exp
lana
tions
that
stu
dent
s of
fer
toex
plai
n th
e ou
tcom
e of
the
expe
rimen
t.
Thr
ough
out t
his
epis
ode,
the
de-b
riefe
r pa
ys c
aref
ul a
ttent
ion
to:
aspe
cts
of th
e te
achi
ng p
roce
dure
; the
way
the
teac
her
ques
tions
and
resp
onds
to s
tude
nts'
com
men
ts; t
he m
anne
r in
whi
ch s
tude
nts
appe
aren
gage
d or
oth
erw
ise;
and
so
on, i
n or
der
to q
uest
ion
the
teac
her
abou
tth
ese
aspe
cts
in th
e de
-brie
f.
At t
he e
nd o
f the
PO
E, m
ost o
f the
stu
dent
s ap
pear
to h
ave
enjo
yed
the
expe
rienc
e. A
s th
e de
-brie
f beg
ins,
the
issu
e of
enj
oym
ent i
sra
ised
. The
de-
brie
fer
asks
the
clas
s ab
out t
he e
xper
ienc
e. H
ow d
idth
ey fe
el a
bout
it?
'Fun
' is
a co
mm
on r
espo
nse.
The
de-
brie
fer
draw
sat
tent
ion
to th
is p
oint
and
turn
s to
the
teac
her
aski
ng if
the
sess
ion
was
mea
nt to
be
fun.
The
re is
som
e di
scus
sion
abo
ut th
is p
oint
bet
wee
n th
ete
ache
r an
d de
brie
fer
as id
eas
of e
ngag
emen
t and
inte
rest
are
rai
sed
and,
eve
ntua
lly, i
t em
erge
s th
at fu
n is
not
the
sam
e as
eng
agem
ent,
and
that
if fu
n is
all
that
has
hap
pene
d th
en th
e te
ache
r's p
urpo
ses
have
not
bee
n ac
hiev
ed. T
his
idea
is p
ushe
d ar
ound
a li
ttle
furt
her
asth
e de
-brie
fer
cont
inue
s to
unc
over
mor
e ab
out t
he te
ache
r's a
ppro
ach,
but c
ontin
ually
ret
urni
ng to
the
unde
rlyin
g pu
rpos
e of
eng
agem
ent a
ndth
at e
njoy
men
t is
only
one
way
of e
ncou
ragi
ng s
uch
enga
gem
ent.
The
de-
brie
fer
also
ask
s th
e te
ache
r qu
estio
ns a
bout
the
stru
ctur
e of
the
PO
E a
nd h
is fe
elin
gs a
ssoc
iate
d w
ith d
iffer
ent a
spec
ts o
f stu
dent
s're
spon
ses
and
non-
resp
onse
s. T
here
is s
ome
disc
ussi
on a
bout
how
the
PO
E w
orke
d an
d th
e va
lue
of s
tude
nts
bein
g co
mm
itted
to th
eir
view
sth
roug
h w
ritin
g th
eir
pred
ictio
ns, o
bser
vatio
ns a
nd e
xpla
natio
ns. S
hebe
gins
to s
ubtly
brin
g th
e st
uden
ts in
to th
e de
-brie
f as
thei
r re
actio
nsto
the
sess
ion
are
high
light
ed. A
fter
som
e th
ough
tful q
uest
ioni
ng b
y a
coup
le o
f stu
dent
s, th
e de
-brie
fer
calls
for
a m
omen
tary
pau
se in
proc
eedi
ngs
and
asks
a s
tude
nt to
exp
lain
the
thin
king
beh
ind
aqu
estio
n sh
e ha
s ju
st m
ade
to th
e te
ache
r. T
he d
e-br
iefe
r ca
refu
llyph
rase
s he
r en
quiry
as
she
asks
the
stud
ent t
o ex
plai
n w
hat l
ed to
her
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
1112
ques
tion
and
whe
ther
it w
as li
nked
to th
e w
ay s
he w
as fe
elin
g an
dre
spon
ding
to th
e te
achi
ng d
urin
g th
e se
ssio
n.
The
stu
dent
is c
once
rned
that
her
neg
ativ
e fe
elin
gs a
bout
sci
ence
(sh
edi
d no
t lik
e sc
ienc
e as
a s
ubje
ct a
t sch
ool)
led
her
to 's
witc
h of
f' he
rin
tere
st in
the
expe
rimen
t bef
ore
it ev
en s
tart
ed. S
he k
new
she
did
n't
like
scie
nce,
so
why
wou
ld s
he b
othe
r no
w?
Dis
cuss
ion
then
follo
wed
abou
t the
effe
ct o
f som
e of
the
teac
her's
beh
avio
urs
that
wer
e he
lpfu
lan
d no
t so
help
ful i
n en
cour
agin
g/di
scou
ragi
ng h
er in
volv
emen
t in
the
expe
rienc
e. T
hen
anot
her
stud
ent a
sked
the
teac
her
if th
ere
wer
e an
ysi
tuat
ions
dur
ing
the
teac
hing
that
he
was
con
cern
ed a
bout
and
if th
ere
wer
e an
y st
uden
t res
pons
es/r
eact
ions
that
cau
sed
him
to th
ink
agai
nab
out w
hat w
as h
appe
ning
or
to fe
el a
s th
ough
thin
gs w
ere
not "
goin
gas
exp
ecte
d". A
nd, i
f so,
wha
t he
had
done
abo
ut it
. The
de-
brie
fer
was
now
feel
ing
muc
h m
ore
com
fort
able
with
her
mod
ellin
g ro
le a
sth
e st
uden
ts w
ere
aski
ng g
enui
ne q
uest
ions
of t
he s
ituat
ion
and
expo
sing
thei
r ow
n fe
elin
gs a
bout
thei
r le
arni
ng a
nd th
e te
ache
r'ste
achi
ng th
roug
h ho
nest
, non
judg
men
tal q
uest
ions
and
sta
tem
ents
.
As
the
sess
ion
open
ed u
pin
to m
ore
quiz
zing
, pro
bing
, and
ques
tioni
ng a
bout
the
diffe
renc
es b
etw
een
the
teac
her's
and
stu
dent
s'in
terp
reta
tion
of e
vent
s, th
e de
-brie
fer
phys
ical
ly m
oved
aw
ay fr
omhe
r pr
evio
us c
entr
al r
ole
and
the
stud
ents
gen
eral
ly a
ppea
red
to ta
keco
ntro
l of t
he in
quiry
into
the
expe
rienc
e.
As
the
inte
nsity
of q
uest
ions
and
ans
wer
s su
bsid
ed, t
he d
e-br
iefe
rm
oved
bac
k in
and
bro
ught
the
sess
ion
to a
clo
se. S
he in
trod
uced
are
view
of t
he p
urpo
se a
nd p
roce
dure
s of
the
sess
ion
and
enco
urag
edal
l par
ticip
ants
to th
ink
furt
her
abou
t the
way
the
sess
ion
had
unfo
lded
and
wha
t the
y m
ight
take
aw
ay fr
om it
in te
rms
of th
eir
deve
lopi
ngun
ders
tand
ing
of te
achi
ng a
nd le
arni
ng. T
hey
wer
e as
ked
to r
efle
ctup
on th
is th
roug
h w
ritin
g a
pape
r in
res
pons
e to
the
sess
ion.
The
vig
nette
atte
mpt
s to
pla
ce in
per
spec
tive
the
open
ing
up o
f pro
fess
iona
l crit
ique
and
the
expl
icit
mod
ellin
g of
suc
h an
app
roac
h th
at g
ives
all
part
icip
ants
acc
ess
to th
e
thou
ghts
, fee
lings
and
act
ions
of a
ll in
volv
ed in
the
teac
hing
and
lear
ning
exp
erie
nce
in a
n ho
nest
and
non
judg
men
tal w
ay. H
owev
er, c
omin
g to
con
cept
ualis
e te
achi
ng
and
lear
ning
abo
ut te
achi
ng in
this
way
is n
ot q
uite
as
sim
ple
as th
is v
igne
ttem
ay
mak
e it
appe
ar.
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
Tea
cher
Edu
cato
rs' P
ersp
ectiv
e on
Exp
licit
Mod
ellin
g
In o
ur te
achi
ng a
bout
teac
hing
, we
see
as a
n im
port
ant g
oal,
the
need
to h
elp
our
stud
ent t
each
ers
beco
me
mor
e aw
are
of th
e pe
dago
gica
l rea
soni
ng th
at u
nder
pins
prac
tice
in a
ntic
ipat
ion
that
by
so d
oing
, the
y m
ight
be
mor
e th
ough
tful a
bout
thei
r
own
peda
gogi
cal r
easo
ning
and
cho
ices
. As
outli
ned
in th
e vi
gnet
te a
bove
, we
atte
mpt
to e
xplic
itly
mod
el a
ppro
ache
s to
teac
hing
as
wel
l as
our
own
deci
sion
-mak
ing
proc
esse
s th
roug
h ou
r te
achi
ng a
bout
teac
hing
. How
ever
, suc
h pr
actic
e ca
rrie
s ce
rtai
n
risks
and
cre
ates
rea
l epi
sode
s of
teac
her
vuln
erab
ility
l. F
or e
xam
ple,
Ber
ry (
2001
)
disc
usse
s th
e di
fficu
lties
she
enc
ount
ered
as
she
soug
ht to
mak
e ex
plic
it he
r
peda
gogi
cal r
easo
ning
to h
er s
tude
nt te
ache
rs in
her
Bio
logy
met
hods
cla
ss. S
he d
id
so b
ecau
se s
he w
ante
d to
enc
oura
ge h
er s
tude
nt te
ache
rs to
see
into
teac
hing
pra
ctic
e
in w
ays
that
cha
lleng
ed th
eir
view
s of
teac
hing
as
the
enac
tmen
t of a
'scr
ipt'
(Whi
te,
1989
). Y
et, i
n so
doi
ng, s
he fo
und
that
she
was
face
d w
ith h
er o
wn
met
a-qu
estio
ning
of w
hat t
o m
ake
expl
icit
and,
that
not
all
stud
ent t
each
ers
wou
ld n
eces
saril
y re
cogn
ise
(or
valu
e) th
e pu
rpos
e of
suc
h te
ache
r ed
ucat
or a
ctio
ns.
Eve
n th
ough
I ha
ve id
entif
ied
that
art
icul
atin
g m
y th
inki
ng a
bout
teac
hing
dur
ing
the
act o
f tea
chin
g is
an
impo
rtan
t goa
l of m
yte
achi
ng, I
hav
e al
so fo
und
that
this
is n
ot a
n ea
sy g
oal t
o 'li
ve' a
s a
teac
her
educ
ator
. I a
m n
ot a
lway
s co
nsci
ousl
y aw
are
ofm
y ac
tions
, in
actio
n, n
or a
m I
able
to r
eadi
ly a
rtic
ulat
e m
y pe
dago
gica
l rea
soni
ng o
nth
e sp
ot. U
sual
ly, t
here
is a
mul
titud
e of
thou
ghts
run
ning
thro
ugh
my
head
as
I tea
ch. H
ow d
o I k
now
whi
ch o
f the
se is
use
ful a
tan
ypa
rtic
ular
tim
e to
sel
ect t
o hi
ghlig
ht fo
r m
y st
uden
ts ..
.Mak
ing
ach
oice
abo
ut w
hat t
o m
ake
expl
icit
both
in m
y ta
lkin
g ab
out p
ract
ice
durin
g cl
asse
s an
d in
my
jour
nal e
ntrie
s w
as a
con
stan
t dile
mm
a fo
rm
e. I
had
to c
hoos
e ca
refu
lly w
hat I
hel
d up
for
publ
ic e
xam
inat
ion
that
wou
ld b
e us
eful
and
acc
essi
ble
for
thes
e st
uden
t tea
cher
s an
d in
hind
sigh
t, (B
erry
, 200
1. p
2.)
And
,
Wor
king
alo
ne a
nd in
isol
atio
n ca
n ex
acer
bate
the
situ
atio
n as
opp
osed
to th
e su
ppor
t tha
t is
avai
labl
eth
roug
h co
llabo
ratio
n. T
here
is a
lso
an im
port
ant i
ssue
her
e in
term
s of
exp
erie
nce
as o
nce
one
star
ts to
lear
n ho
w to
talk
abo
ut p
ract
ice
then
it is
eas
ier
to s
ee a
ppro
pria
te o
ppor
tuni
ties
for
so d
oing
.
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an. J
.J. a
nd B
erry
, A.
13
For
me,
an
impo
rtan
t pur
pose
for
the
jour
nal w
as to
use
my
expe
rienc
es o
f a s
essi
on to
pro
mpt
my
stud
ents
to r
econ
side
r th
eir
teac
hing
and
lear
ning
exp
erie
nces
. How
ever
, I c
ame
to r
ecog
nise
that
this
was
not
a v
iew
that
was
eas
ily u
nder
stoo
d by
them
. Ear
ly in
the
year
a s
tude
nt to
ld m
e th
at th
ere
had
been
som
e di
scus
sion
bet
wee
ncl
ass
mem
bers
that
they
wou
ld li
ke to
lear
n m
ore
abou
t tea
chin
g an
dle
ss a
bout
how
I te
ach.
Thi
s w
as fu
rthe
r em
phas
ised
for
me
in a
n e-
mai
l tha
t I r
ecei
ved
not l
ong
afte
r th
is d
iscu
ssio
n, fr
om a
diff
eren
tst
uden
t. "T
oday
Man
di s
topp
ed th
e cl
ass
and
expl
aine
d w
hy s
he w
asdo
ing
som
ethi
ng a
nd h
ow s
he th
ough
t it w
ould
wor
k. I
real
ly li
ked
this
but
I w
onde
r if
ther
e w
ere
som
e st
uden
ts w
ho th
ough
t, "I
rea
llydo
n't c
are"
. (B
erry
, 200
1.p.
6.)
Dec
idin
g w
hich
asp
ects
of p
ract
ice
to m
ake
expl
icit,
how
to m
ake
them
exp
licit,
and
whe
n so
that
they
mig
ht b
e us
eful
and
mea
ning
ful f
or s
tude
nt te
ache
rs is
an o
ngoi
ng
dile
mm
a in
atte
mpt
ing
to te
ach
thro
ugh
expl
icit
mod
ellin
g. A
ttem
ptin
g to
mak
e su
ch
expl
icit
mod
ellin
g ac
cess
ible
(an
d ac
cept
able
) fo
r st
uden
t tea
cher
s, r
equi
res
care
ful
thin
king
and
rea
soni
ng in
its
own
right
. It c
ould
wel
l be
argu
ed th
at c
hoos
ing
whe
n
and
how
to e
xplic
itly
mod
el p
ract
ice
com
es to
be
unde
rsto
od a
nd in
terp
rete
d th
roug
h
phro
nesi
s, fo
r as
Ber
ry (
abov
e) il
lust
rate
d, s
impl
y kn
owin
g ab
out i
t con
cept
ually
is
not t
he s
ame
as d
oing
it p
ract
ical
ly. H
ence
, the
per
cept
ual k
now
ledg
e of
suc
h th
ings
as 't
hink
alo
ud' i
s im
port
ant b
ecau
se:
Cho
osin
g an
app
ropr
iate
tim
e to
exp
lain
that
I w
ould
be
"thi
nkin
g ou
tlo
ud"
and
the
purp
ose
for
doin
g so
was
impo
rtan
t. I h
ad to
hav
ea
sens
e of
trus
t in
the
clas
s an
d th
ey w
ith m
e ot
herw
ise
my
beha
viou
rco
uld
appe
ar to
be
pecu
liar
rath
er th
an p
urpo
sefu
l. T
here
was
a d
ange
rth
at ta
lkin
g al
oud
abou
t wha
t I w
as o
r w
as n
ot d
oing
, and
why
, cou
ldbe
inte
rpre
ted
as la
ckin
g ap
prop
riate
dire
ctio
n.T
his
coul
d be
exac
erba
ted
by th
e fa
ct th
at m
any
begi
nnin
g te
ache
rs e
nter
the
cour
sebe
lievi
ng th
ey c
an b
e to
ld h
ow to
teac
h.It
coul
d be
a r
isk
whi
chm
ight
com
prom
ise
my
supp
osed
"ex
pert
" po
sitio
n as
som
eone
resp
onsi
ble
for
teac
hing
teac
hers
. (Lo
ughr
an, 1
995.
p. 4
34)
Cle
arly
then
, the
se q
uote
s (t
aken
from
diff
eren
t situ
atio
ns a
nd a
t diff
eren
t tim
es in
our
deve
lopm
ent o
f tea
cher
edu
cato
rs )
illu
stra
te h
ow w
e ha
ve e
ach
been
con
fron
ted
by
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
14
the
sens
e of
unc
erta
inty
and
que
stio
ning
abo
ut h
ow a
nd w
hen
to e
xplic
itly
mod
elou
r
peda
gogi
cal r
easo
ning
. For
tuna
tely
, thr
ough
our
co-
teac
hing
and
col
labo
ratio
n in
Dev
elop
ing
Ped
agog
y, w
e ha
ve h
ad th
e su
ppor
t of a
'crit
ical
frie
nd' t
o liv
e th
roug
h
this
unc
erta
inty
and
to r
ecog
nize
the
adva
ntag
es fo
r te
achi
ng a
nd le
arni
ng a
bout
teac
hing
that
occ
ur a
s a
resu
lt of
cho
osin
g to
'tal
k al
oud'
and
to e
xplic
itly
mod
el
aspe
cts
of p
ract
ice.
How
ever
, it h
as b
een
thro
ugh
a se
lf-st
udy
appr
oach
to r
esea
rchi
ng
prac
tice
that
this
lear
ning
has
bee
n de
velo
ped,
ref
ined
and
art
icul
ated
mos
t in
rece
nt
times
. The
refo
re, t
he im
port
ance
of s
earc
hing
for
the
rela
tions
hips
bet
wee
n our
deve
lopi
ng p
erce
ptua
l kno
wle
dge
with
the
conc
eptu
al k
now
ledg
e w
ithin
the
liter
atur
e
has
also
bee
n im
port
ant.
Art
icul
atin
g an
und
erst
andi
ngs
of te
achi
ng a
bout
teac
hing
Sel
f-st
udy
is o
ften
driv
en b
y a
lear
ning
pur
pose
whe
reby
con
fron
ting
dile
mm
as o
f
prac
tice
help
s pa
rtic
ipan
ts le
arn
mor
e ab
out t
heir
own
prac
tice.
How
ever
, in
so d
oing
,
ther
e is
alw
ays
a ne
ed to
inve
stig
ate
the
alig
nmen
t of o
ne's
inte
ntio
ns a
nd p
ract
ices
for
as B
rook
field
(19
95)
rem
inds
us,
Wha
t we
thin
k ar
e de
moc
ratic
, res
pect
ful w
ays
of tr
eatin
g pe
ople
can
be e
xper
ienc
ed b
y th
em a
s op
pres
sive
and
con
stra
inin
g. O
ne o
f the
hard
est t
hing
s te
ache
rs h
ave
to le
arn
is th
at th
e si
ncer
ity o
f the
irin
tent
ions
doe
s no
t gua
rant
ee th
e pu
rity
of th
eir
prac
tice.
..Tea
chin
gin
noce
ntly
mea
ns a
ssum
ing
that
the
mea
ning
s an
d si
gnifi
canc
ew
epl
ace
on o
ur a
ctio
ns a
re th
e on
es th
at s
tude
nts
take
from
them
...w
ene
ver
have
full
awar
enes
sof
our
mot
ives
and
inte
ntio
ns,
and.
..fre
quen
tlym
isre
adho
wot
hers
perc
eive
our
actio
ns...
(Bro
okfie
ld, 1
995,
p.1
)
Thr
ough
our
exa
min
atio
ns o
f our
exp
licit
mod
ellin
g of
pra
ctic
e, w
e pu
rpos
eful
ly s
eek
alte
rnat
ive
inte
rpre
tatio
ns o
f the
situ
atio
ns w
e cr
eate
with
our
stu
dent
teac
hers
so th
at
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
15
we
do n
otte
ach
inno
cent
ly.
Just
as
Zei
chne
r (1
995)
cam
e to
rec
ogni
ze a
tens
ion
in h
is
teac
hing
that
cau
sed
him
to d
o m
uch
soul
-sea
rchi
ng:
Des
pite
my
com
mitm
ent t
o th
e ro
le o
f te
ache
rs a
s kn
owle
dge
prod
ucer
s an
d to
the
prac
tice
of te
ache
r re
sear
ch, m
y ac
tual
pra
ctic
eun
derm
ined
my
inte
nded
mes
sage
to s
tude
nts.
Wer
e m
y st
uden
tsre
ally
lear
ning
abo
ut th
e ro
le o
f te
ache
rs a
s kn
owle
dge
prod
ucer
s an
dre
form
ers
if th
ey n
ever
wer
e gi
ven
the
oppo
rtun
ity to
rea
d an
ythi
ngw
ritte
n by
a te
ache
r or
ano
ther
stu
dent
teac
her?
(Z
eich
ner,
199
5, p
.20
)
So to
o, in
our
teac
her
educ
atio
n cl
asse
s (b
efor
e w
e ha
d th
e op
port
unity
to c
reat
e an
d
teac
h D
evel
opin
g Pe
dago
gy)
we
activ
ely
ques
tione
d w
hat s
tude
nts
wer
e re
ally
lear
ning
abo
ut in
thei
r te
achi
ng th
roug
h th
e ex
istin
g pr
ogra
m s
truc
ture
and
teac
hing
appr
oach
es w
e w
ere
usin
g. T
hrou
gh th
is q
uest
ioni
ng, w
e ca
me
to s
ee h
ow p
artic
ipan
ts
(tea
cher
edu
cato
rs a
nd s
tude
nt te
ache
rs)
lear
ning
by
wor
king
toge
ther
on
the
prob
lem
atic
nat
ure
of te
achi
ng m
ight
be
enha
nced
if th
e 'n
orm
al' t
each
ing
and
lear
ning
con
text
in te
ache
r ed
ucat
ion
was
cha
lleng
ed. T
his
real
izat
ion
is b
orne
of
an
acce
ptan
ce th
at te
ache
r ed
ucat
ors
wor
k w
ithin
an
inst
itutio
n an
d in
stitu
tiona
l
stru
ctur
es c
an in
hibi
t lea
rnin
g ab
out t
each
ing.
The
refo
re f
indi
ng w
ays
to c
halle
nge
prac
tice
with
in th
e in
stitu
tiona
l con
text
mus
t app
ly to
all
invo
lved
or
the
dang
er
wou
ld b
e th
at te
ache
r ed
ucat
ors
wou
ld o
nly
be d
irec
ting
new
exp
erie
nces
for
the
stud
ent t
each
ers,
but
not
nec
essa
rily
exp
erie
ncin
g th
em in
a s
imila
r fa
shio
n
them
selv
es. H
ence
, Dev
elop
ing
Peda
gogy
off
ered
us
an o
ppor
tuni
ty a
nd a
con
text
for
turn
ing
our
ques
tioni
ng in
to p
ract
ice
(as
the
open
ing
vign
ette
we
hope
illu
stra
tes)
.
An
exam
ple
of th
is is
sue
bein
g si
mila
rly
appr
ehen
ded
by o
ther
s is
in th
e w
ork
of F
eath
erst
one,
Mun
by &
Rus
sell
(199
7). T
heir
foc
us o
n st
uden
t tea
cher
s' p
ract
icum
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il. 2
003.
Chi
cago
.Lo
ughr
an, J
.I. a
nd B
erry
, A.
16
expe
rien
ces
beca
me
the
basi
s fo
r sh
apin
g th
eir
thin
king
abo
ut le
arni
ng to
teac
h.
Thr
ough
thei
r w
ork,
them
es e
mer
ged
that
infl
uenc
ed a
ppro
ache
s to
pra
ctic
e (o
f bo
th
stud
ent t
each
ers
and
teac
her
educ
ator
s al
ike)
that
illu
stra
ted
how
impo
rtan
t it w
as to
valu
e th
e kn
owle
dge
of th
e pr
actic
um in
lear
ning
to te
ach.
I ha
ve b
een
rem
inde
d ju
st h
ow im
port
ant i
tis
that
one
doe
s no
tun
dere
stim
ate
the
valu
e of
cre
atin
g a
foru
m f
or li
sten
ing
to s
tude
nts'
voic
es.
Ifo
und
mes
sage
s fr
om m
y st
uden
tsat
two
diff
eren
tle
vels
....F
or e
xam
ple,
the
stud
ent w
ho s
aid,
'You
don
't th
ink
that
the
only
way
we
lear
n is
if w
e ar
e ta
king
not
es' c
ause
d m
e to
thin
kcr
itica
lly a
bout
wha
t mad
e th
e di
scus
sion
so
pow
erfu
l and
use
ful t
oth
e st
uden
ts in
term
s of
thei
r le
arni
ng...
.Thu
s I
deci
ded
to d
evel
op a
disc
ussi
on s
umm
ary
shee
t. I
am c
erta
inly
not
the
firs
t to
thin
k ab
out
this
, but
ther
e is
som
ethi
ng s
peci
al a
bout
bei
ng a
ble
to s
ay th
at m
yde
cisi
onis
bas
ed o
n w
hat
Iha
ve le
arne
d fr
om m
y st
uden
ts.
(Fea
ther
ston
e, 1
997,
p. 1
36)
In th
is q
uote
, Fea
ther
ston
e ill
ustr
ates
how
his
per
sona
l exp
erie
nce
of u
sing
a te
achi
ng
proc
edur
e in
his
ow
n pr
actic
e le
d hi
m to
bet
ter
unde
rsta
nd a
nd v
alue
the
proc
edur
e.
His
res
pons
e w
as in
itiat
ed a
s a
resu
lt of
an
inci
dent
that
aro
se in
his
ow
n cl
ass.
His
stud
ent's
sta
tem
ent r
emin
ded
him
of
the
valu
e of
list
enin
g, s
omet
hing
that
he
wou
ld
cert
ainl
y ha
ve b
een
awar
e of
as
apie
ceof
pro
posi
tiona
l kno
wle
dge
(con
cept
ual)
, but
som
ethi
ng th
at h
e ca
me
to a
ppre
ciat
e in
a m
uch
mor
e m
eani
ngfu
l way
thro
ugh
this
part
icul
ar e
xper
ienc
e (a
nd s
ubse
quen
t dev
elop
men
t of
perc
eptu
al k
now
ledg
e).
Feat
hers
tone
's s
ituat
ion
mir
rors
the
lear
ning
abo
ut te
achi
ng h
e ex
peri
ence
d (a
s
a st
uden
t tea
cher
in R
usse
ll's
Phys
ics
Met
hod
clas
s) th
roug
h `b
ackt
alk'
, yet
the
real
mea
ning
did
not
em
erge
for
him
unt
il he
was
act
ing
in th
e ro
le o
f te
ache
r (R
usse
ll ha
d
taug
ht F
eath
erst
one
abou
t bac
ktal
k bu
t it w
as n
ot n
eces
sari
ly m
eani
ngfu
l for
him
as
a
teac
her
until
an
inci
dent
aro
se in
whi
ch h
e co
uld
reco
gnis
e its
pur
pose
and
act
upo
n it
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
. A.
1718
him
self)
. Hen
ce, t
he v
alue
of t
he le
arni
ng w
as c
lear
ly e
mbe
dded
in th
e ex
perie
nce,
and,
in th
is p
artic
ular
cas
e, m
ade
poss
ible
thro
ugh
the
prac
ticum
.
As
teac
her
educ
ator
s, o
ur w
ork
in D
evel
opin
g P
edag
ogy
has
led
us to
bel
ieve
that
our
stu
dent
teac
hers
ben
efit
from
see
ing
us b
eing
cha
lleng
ed b
y th
e di
lem
mas
,
issu
es a
nd c
once
rns
germ
ane
to te
achi
ng a
bout
teac
hing
and
, as
we
atte
mpt
to
'man
age'
thes
e is
sues
and
dile
mm
as, o
ur s
tude
nt te
ache
rs a
re a
ble
to r
efle
ct o
n th
e
sam
e pr
oces
ses
in th
eir
teac
hing
. Thr
ough
exp
licit
mod
ellin
g su
ch a
s 'ta
lkin
g al
oud'
and
othe
r in
stan
ces
of e
xpla
inin
g ou
r te
achi
ng a
bout
teac
hing
pub
licly
with
our
stud
ent t
each
ers,
we
crea
te n
ew w
ays
of e
ncou
ragi
ng o
ur s
tude
nt te
ache
rs to
gra
sp th
e
poss
ibili
ties
for
lear
ning
abo
ut te
achi
ng th
at a
re e
mbe
dded
in th
eir
expe
rienc
es a
nd to
see
thes
e po
ssib
ilitie
s as
opp
ortu
nitie
s, n
ot in
stru
ctio
ns. I
n so
doi
ng, w
e al
so le
arn
abou
t tea
chin
g as
we
atte
mpt
to e
nact
thos
e as
pect
s of
pra
ctic
e w
e ar
e tr
ying
to m
ake
tran
spar
ent f
or o
ur s
tude
nt te
ache
rs. T
his
has
impo
rtan
t lea
rnin
g ou
tcom
es fo
r ou
r
stud
ent t
each
ers
and
is m
ore
prof
essi
onal
ly s
atis
fyin
g th
an fa
lling
bac
k on
a te
lling
,
show
ing
guid
ed p
ract
ice
appr
oach
to te
achi
ng a
bout
teac
hing
.
Cle
arly
, per
seve
ring
with
exp
licit
mod
ellin
g ca
rrie
s w
ith it
a c
erta
in a
mou
nt o
f
tens
ion
and
unce
rtai
nty,
but
aga
in, s
eeki
ng to
und
erst
and
(in c
once
rt)
our
deve
lopi
ng
perc
eptu
al a
nd c
once
ptua
l kno
wle
dge
is im
port
ant i
n ou
r ap
proa
ch to
art
icul
atin
g ou
r
peda
gogy
.
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003.
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
Tea
chin
g an
d le
arni
ng a
bout
teac
hing
: ten
sion
s in
pra
ctic
e
Fro
m a
n ex
tens
ive
revi
ew o
f the
sel
f-st
udy
liter
atur
e B
erry
(F
orth
com
ing)
has
desc
ribed
a s
et o
f ten
sion
s th
at h
ave
grow
n ou
t of t
each
er e
duca
tors
' atte
mpt
s to
mat
ch th
eir
goal
s fo
r th
eir
stud
ents
' lea
rnin
g w
ith th
e ne
eds
and
conc
erns
that
stu
dent
teac
hers
exp
ress
for
thei
r ow
n le
arni
ng. W
e fo
cus
on th
e no
tion
of te
nsio
ns a
s a
way
of c
once
ptua
lisin
g th
e co
mpl
exiti
es a
ssoc
iate
d w
ith m
odel
ling
for
in s
ome
way
s, it
coul
d w
ell b
e ar
gued
, ten
sion
s ca
n be
und
erst
ood
and
expe
rienc
ed a
s a
form
of
phro
nesi
s. Ten
sion
s ca
n be
des
crib
ed a
s, a
t tim
es, a
s be
ing
reco
gniz
able
thro
ugh
the
conf
lictin
g pu
rpos
es w
hich
com
pris
e th
e ev
er p
rese
nt a
mbi
guity
of t
each
er e
duca
tors
'
wor
k. A
n ex
ampl
e of
suc
h a
situ
atio
n is
thro
ugh
the
tens
ion
betw
een
telli
ng a
nd
grow
th, w
hich
may
be
expe
rienc
ed b
y te
ache
r ed
ucat
ors
in tw
o w
ays:
bet
wee
n
info
rmin
g an
d cr
eatin
g op
port
uniti
es to
ref
lect
and
sel
f-di
rect
; and
, bet
wee
n
ackn
owle
dgin
g st
uden
t tea
cher
s' n
eeds
and
con
cern
s an
d ch
alle
ngin
g th
em to
gro
w
beyo
nd th
eir
imm
edia
te p
reoc
cupa
tions
.
Exp
licit
mod
ellin
g th
en b
egin
s to
hig
hlig
ht s
uch
tens
ions
in p
ract
ice
beca
use
they
are
em
bedd
ed w
ithin
the
mod
ellin
g an
d cr
eate
situ
atio
ns th
at n
eed
to b
e
bala
nced
, or
man
aged
. The
refo
re, i
f we
exam
ine
such
a s
ituat
ion
thro
ugh
the
tens
ion
(bet
wee
n te
lling
and
gro
wth
list
ed a
bove
), s
elec
ting
wha
t to
high
light
to b
ring
to
stud
ent t
each
ers'
atte
ntio
n w
hile
at t
he s
ame
time
help
ing
stud
ent t
each
ers
know
that
this
is w
orth
pay
ing
atte
ntio
n to
eve
n th
ough
they
may
not
imm
edia
tely
see
the
valu
e
of th
e ap
proa
ch is
an
imm
edia
te te
nsio
n th
at im
pact
s pr
actic
e.
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il. 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
19
Tel
ling
and
Gro
wth
: im
pact
on
prac
tice
We
conc
entr
ate
on th
e te
nsio
n(b
etw
een
telli
ng a
nd g
row
th)
as a
n ex
ampl
e of
find
ing
a ba
lanc
e be
twee
n th
e ap
plic
abili
ty a
nd v
alue
of e
pist
eme
and
phro
nesi
s as
one
way
of
conc
eptu
alis
ing
tens
ions
and
usi
ng th
em a
s a
sign
-pos
t for
lear
ning
to u
nder
stan
d an
d
artic
ulat
e ap
proa
ches
to te
achi
ng a
nd le
arni
ng a
bout
teac
hing
. In
so d
oing
, we
hope
that
suc
h an
exp
lora
tion
mig
ht h
elp
othe
rs s
ee h
ow te
nsio
ns im
pact
on
prac
tice
and
to
brin
g in
to fo
cus
appr
oach
es to
teac
hing
abo
ut te
achi
ng th
at m
ight
mak
e m
ore
tang
ible
the
rela
tions
hip
betw
een
epis
tem
e an
d ph
rone
sis.
The
pur
pose
of p
ursu
ing
an
unde
rsta
ndin
g of
our
pra
ctic
e in
this
way
is p
artly
in r
espo
nse
to M
yers
(20
02)
conc
ern
that
:
...th
e w
idel
y pr
actic
ed a
ppro
ach
to te
ache
r ed
ucat
ion
is a
n ap
proa
chth
at s
tres
ses
telli
ng, s
how
ing,
and
gui
ded
prac
tice,
an
appr
oach
that
isin
con
flict
with
cur
rent
idea
s ab
out h
ow le
arni
ng o
ccur
s an
d ho
wte
achi
ng c
an b
est p
rodu
ce le
arni
ng. T
his
exis
ting
out-
of-d
ate
appr
oach
assu
mes
that
lear
ning
to te
ach
is a
rat
her
stat
ic p
roce
ss b
y w
hich
mor
eex
perie
nced
and
bet
ter
read
teac
her
educ
ator
s te
ll th
eir
teac
hers
-in-
trai
ning
wha
t goo
d te
achi
ng is
, sho
w th
em h
ow to
do
it, a
nd g
uide
them
as
they
try
to d
o it
them
selv
es. I
t pre
sum
es th
at th
e "s
tuff"
of
teac
hing
is a
rat
her
stab
le, a
lread
y kn
own
gene
ral s
et o
f prin
cipl
es a
ndsk
ills
that
are
to b
e ha
nded
dow
n fr
om o
ne g
ener
atio
n of
art
isan
s to
anot
her.
Thi
s vi
ew o
f tea
chin
g al
so c
onfli
cts
with
the
thru
st o
f...id
eas
abou
t how
lear
ning
occ
urs.
It c
onfli
cts
with
wha
t inf
orm
ed te
ache
red
ucat
ors
"tel
l" th
eir
stud
ents
abo
ut th
e na
ture
of c
onst
ruct
ivis
tle
arni
ng a
nd te
achi
ng. T
here
is th
en a
n on
goin
g co
ntra
dict
ion
betw
een
wha
t we
know
abo
ut le
arni
ng a
nd te
achi
ng a
nd w
hat w
e do
as
teac
hers
of te
ache
rs. O
ne w
onde
rs w
heth
er w
e se
e th
e co
ntra
dict
ion
or a
resi
mpl
y re
luct
ant t
o ch
ange
. (p.
131
)
In th
e fir
st in
stan
ce, t
he te
nsio
nbe
twee
n te
lling
and
gro
wth
hing
es o
n an
acc
epta
nce
that
telli
ng is
mos
t com
mon
ly a
n at
tem
pt to
tran
sfer
pro
posi
tiona
l kno
wle
dge
(tha
t
whi
ch m
ight
app
ly g
ener
ally
to m
any
diffe
rent
situ
atio
ns, i
e. e
pist
eme,
Kor
thag
en e
t
al.,
2001
) fr
om th
e te
ache
r to
the
stud
ent a
nd, t
hat a
lthou
gh s
uch
tran
sfer
may
occ
ur, i
t
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion.
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd D
eny,
A.
20
does
not
car
ry s
uffic
ient
und
erst
andi
ng to
the
rece
iver
of t
he in
form
atio
n to
be
pers
onal
ly m
eani
ngfu
l. F
or e
xam
ple,
in m
any
teac
her
educ
atio
n pr
ogra
ms
clas
sroo
m
man
agem
ent i
s re
cogn
ised
as
com
pris
ing
a co
mpl
ex a
rray
of s
kills
to b
e m
aste
red
by
stud
ent t
each
ers,
yet
whe
n be
ing
'taug
ht' a
bout
suc
h sk
ills,
stu
dent
teac
hers
ofte
n
atte
nd a
lect
ure
on 'w
hat t
o do
' and
'how
to a
ct' i
n co
ncer
t with
the
deliv
ery
of
theo
retic
al p
ersp
ectiv
es o
n pr
imar
y an
d se
cond
ary
beha
viou
rs (
see
Rog
ers,
199
82 fo
r a
full
expl
anat
ion
of th
ese
beha
viou
rs).
Thi
s is
in s
tark
con
tras
t to
'how
they
do
act'
and
'wha
t the
y w
ill d
o' w
hen
conf
ront
ed b
y di
fficu
lt cl
assr
oom
man
agem
ent s
ituat
ions
in
thei
r ow
n te
achi
ng; t
hey
may
kno
w w
hat t
o do
but
do
not k
now
how
to d
o it.
The
teac
her
educ
ator
is th
en c
onfr
onte
d by
a r
eal t
ensi
on. I
t may
be
clea
r w
hat
stud
ent t
each
ers
"nee
d to
kno
w",
but
this
is v
ery
diffe
rent
from
them
kno
win
g ho
w to
act.
Hen
ce th
e te
ache
r ed
ucat
or s
trug
gles
bet
wee
n in
form
ing
(del
iver
ing
the
prop
ositi
onal
kno
wle
dge)
and
cre
atin
g op
port
uniti
es to
ref
lect
and
sel
f-di
rect
(m
akin
g
expe
rienc
es a
bout
the
issu
es p
erso
nally
mea
ning
ful).
As
brie
fly n
oted
abo
ve, t
his
tens
ion
is a
lso
exac
erba
ted
by m
oder
atin
g be
twee
n ac
know
ledg
ing
the
stud
ent
teac
hers
' nee
ds a
nd c
once
rns
and
chal
leng
ing
them
to g
row
. Int
eres
tingl
y, ju
st a
s
stud
ent t
each
ers
may
not
be
help
ed b
y th
e de
liver
y of
epi
stem
e bu
t rat
her
need
to
deve
lop
thei
r un
ders
tand
ing
thro
ugh
phro
nesi
s, s
o to
o te
ache
r ed
ucat
ors
face
the
sam
e
diffi
culty
in th
eir
lear
ning
of t
each
ing
abou
t tea
chin
gw
hich
hig
hlig
hts
the
prob
lem
atic
nat
ure
of te
achi
ng a
bout
teac
hing
(i.e
in m
any
situ
atio
ns, t
each
er
educ
ator
s al
so n
eed
to d
evel
op th
eir
unde
rsta
ndin
g th
roug
h ph
rone
sis
rath
er th
an
` R
oger
s (1
998)
not
es th
at, "
Ano
ther
way
of l
ooki
ng a
t atte
ntio
n-se
ekin
g be
havi
our
is to
vie
w th
ebe
havi
our
cycl
e as
pro
gres
sive
: fro
m th
e pr
imar
y di
srup
tion
thro
ugh
to s
econ
dary
atte
ntio
nor
pow
er-
seek
ing
beha
viou
rs...
The
pro
blem
with
sec
onda
ry b
ehav
iour
is th
at it
is s
o ea
sy to
get
em
otio
nally
caug
ht u
p w
ith it
, spe
ak to
it, a
nd n
ever
rea
lly d
irect
ow
ners
hip
to th
e re
al is
sue.
.. S
econ
dary
beh
avio
urin
clud
es s
ighi
ng, p
outin
g, s
ulki
ng, a
ran
ge o
f 'ta
ntru
mm
ing'
beh
avio
urs,
and
eye
s ro
lled
to th
e ce
iling
.S
tude
nts
will
som
etim
es a
nsw
er b
ack,
pro
cras
tinat
e, o
r w
ant t
o ha
ve th
e la
st w
ord.
" (p
p. 2
930
)
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
21
thro
ugh
epis
tem
ic c
ateg
oriz
atio
n). T
his
very
poi
nt is
rai
sed
by N
oddi
ngs
(200
1) w
hen
she
note
s th
at, "
I do
not
thin
k th
e te
nsio
n be
twee
n sh
apin
g st
uden
ts to
war
d so
me
pree
stab
lishe
d id
eal a
nd e
ncou
ragi
ng th
em to
gro
w in
dir
ectio
ns th
ey th
emse
lves
choo
se c
an b
e re
solv
ed. I
t is
a te
nsio
n th
at h
as to
be
lived
" (p
. 103
). A
nd it
has
to b
e
lived
by
both
stu
dent
teac
hers
and
teac
her
educ
ator
s. W
e ex
plai
n th
is th
roug
h a
brie
f
exam
ple
from
our
ow
n pr
actic
e an
d, in
so
doin
g, in
trod
uce
stud
ent t
each
ers'
expe
rien
ces
of le
arni
ng to
teac
h th
roug
h D
evel
opin
g Pe
dago
gy.
Stu
dent
teac
hers
' exp
erie
nces
of e
xplic
it m
odel
ling
The
ext
ract
that
fol
low
s is
take
n fr
om a
n in
cide
nt in
the
exte
nded
pee
r te
achi
ng in
Dev
elop
ing
Peda
gogy
and
dra
ws
atte
ntio
n to
the
diff
eren
ce b
etw
een
talk
ing
abou
t
clas
sroo
m m
anag
emen
t pro
cedu
res
and
bein
g co
nfro
nted
by
one'
s ow
n ac
tions
whe
n
embr
oile
d in
a c
lass
room
man
agem
ent s
ituat
ion.
It a
lso
illus
trat
es h
ow o
ur p
edag
ogic
inte
rven
tions
are
par
t of
our
appr
oach
to e
xplic
it m
odel
ling.
Ada
m a
nd B
en c
hose
to te
ach
the
grou
p ab
out B
uddh
ism
. The
y ha
dpr
epar
ed a
long
and
dif
ficu
lt te
xt to
exp
lain
Bud
dhis
m a
nd th
ey p
ut it
up f
or th
e cl
ass
to r
ead
on th
e ov
erhe
ad p
roje
ctor
.
"How
cou
ld a
nyon
e se
e th
at, l
et a
lone
und
erst
and
it?"
I [M
andl
]th
ough
t. "Y
et n
o on
e is
say
ing
anyt
hing
! W
hy a
re th
ey a
ll so
pol
ite?"
,I
aske
d m
ysel
f. "
I ca
n't r
ead
that
!" I
sai
d al
oud,
sou
ndin
g m
ore
aggr
essi
ve th
an I
act
ually
inte
nded
. "It
doe
sn't
mak
e se
nse!
"
Ada
m's
res
pons
e to
this
inte
rjec
tion
was
to r
ead
the
over
head
text
alou
d. J
ohn
pick
ed u
p on
my
inte
rven
tion
and
push
ed it
alo
ng: "
Yea
h,w
hat's
the
diff
eren
ce b
etw
een
Bud
dhis
m a
nd H
are
Kri
shna
any
way
?"A
dam
beg
an a
pol
ite e
xpla
natio
n bu
t Joh
n in
terr
upte
d: "
Soun
ds s
tupi
dto
me.
Bud
dhis
m is
dum
b."
Ada
m p
ause
d. B
en, h
is te
achi
ng p
artn
er,
stoo
d si
lent
.
"Com
e on
, are
you
goi
ng to
dea
l with
me?
" Jo
hn c
ontin
ued.
Ada
man
d B
en d
id n
othi
ng. I
n fa
ct, n
o on
e di
d an
ythi
ng. I
won
dere
d w
heth
er
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
John
had
pus
hed
this
too
far.
Wha
t did
he
thin
k he
was
hel
ping
them
to le
arn
abou
t tea
chin
g? "
Dea
l with
me!
" he
rep
eate
d. B
ut B
en a
ndA
dam
did
n't s
eem
to k
now
wha
t to
do, w
here
to lo
ok, o
r ho
w to
act
. Ico
uld
feel
thei
r an
guis
h. A
long
and
pai
nful
sile
nce
follo
wed
. Fin
ally
,a
clas
s m
embe
r sp
oke
up.
"Tha
t's in
appr
opri
ate
beha
viou
r, J
ohn.
Sto
p it!
" sh
e sa
id. C
lair
e ha
dpi
cked
up
on w
hat w
as h
appe
ning
and
she
use
d th
e m
omen
t to
show
the
othe
rs h
ow a
con
fron
tatio
n lik
e th
is m
ight
be
hand
led.
The
pur
pose
had
now
bee
n re
alis
ed a
nd B
en a
nd A
dam
'fel
t' w
hat i
t was
like
to b
ein
a c
onfr
ontin
g cl
assr
oom
situ
atio
n. A
ll of
us
had!
John
's in
terv
entio
n w
as d
irec
t and
per
sist
ent,
push
ing
the
boun
dari
esof
com
mon
lyac
cept
able
teac
her
educ
ator
beha
vior
....lt
also
high
light
ed im
port
ant d
iffe
renc
es a
bout
app
roac
hes
to in
terv
entio
nsth
at w
e w
ere
prep
ared
to r
isk.
Int
erve
ning
in th
is w
ay w
as n
ot a
nop
tion
Man
di h
ad c
onsi
dere
d or
wou
ld h
ave
felt
com
fort
able
tryi
ng,
but i
t pro
vide
d a
valu
able
opp
ortu
nity
to s
ee w
hat c
ould
be
lear
ntw
hen
som
eone
is p
repa
red
to ta
ke s
uch
a ri
sk. (
Ber
ry &
Lou
ghra
n,20
02, p
p. 2
122
)
In th
is e
xam
ple
(abo
ve),
the
stud
ent t
each
er h
as b
een
conf
ront
ed b
y a
real
situ
atio
n.
The
situ
atio
n is
a c
oncr
ete
expe
rien
ce th
at c
arri
es w
ith it
his
, "em
otio
ns, i
mag
es,
need
s, v
alue
s, v
oliti
ons,
per
sona
l han
g-up
s, te
mpe
r, c
hara
cter
trai
ts, a
nd th
e lik
e"
(Kor
thag
en e
t al.,
200
1, p
. 27)
. The
exp
erie
nce
has
crea
ted
a re
al e
xam
ple
of h
ow h
e
feel
s su
ch th
at h
is p
erce
ptio
n of
his
act
ions
is e
mbe
dded
in w
hat h
e ac
tual
ly d
idor
in th
is c
ase,
did
not
do.
He
is n
ot in
a p
ositi
on w
here
he
is th
inki
ng a
bout
a "
give
n
scen
ario
" an
d at
tem
ptin
g to
rat
iona
lly d
eter
min
e ap
prop
riat
e ac
tions
or
to a
pply
conc
eptu
al k
now
ledg
e to
res
olve
(or
exp
lain
) th
e si
tuat
ion.
In
this
cas
e, A
dam
has
expe
rien
ced
wha
t it i
s lik
e to
be
in a
con
fron
ting
clas
sroo
m s
ituat
ion,
and
he
know
s
how
he
did
act;
he h
as b
egun
to d
evel
op h
is p
erce
ptua
l kno
wle
dge
of th
e si
tuat
ion.
We
wou
ld a
rgue
that
it is
in th
e 'li
ving
thro
ugh'
of
expe
rien
ces
of th
is k
ind
that
the
real
lear
ning
abo
ut te
achi
ng o
ccur
s be
caus
e,
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
23
The
poi
nt o
f phr
ones
is is
that
the
know
ledg
e a
stud
ent n
eeds
ispe
rcep
tual
inst
ead
of c
once
ptua
l. T
here
fore
, it i
s ne
cess
arily
inte
rnal
to th
e st
uden
t, th
at is
, it i
s in
the
stud
ent's
exp
erie
nce
inst
ead
ofou
tsid
e it
in s
ome
exte
rnal
con
cept
ual f
orm
...A
nd s
o th
ere
is n
othi
ngor
littl
e to
tran
smit,
onl
y a
grea
t dea
l to
expl
ore.
And
the
task
of t
hete
ache
r ed
ucat
or is
to h
elp
stud
ent t
each
ers
expl
ore
and
refin
e th
eir
perc
eptio
ns...
[thr
ough
] the
opp
ortu
nity
to r
efle
ct s
yste
mat
ical
ly o
n th
ede
tails
of t
heir
prac
tical
exp
erie
nces
. (K
orth
agen
et a
l., 2
001,
p. 2
9)
The
refo
re, i
n re
cons
ider
ing
the
epis
ode
(abo
ve)
a nu
mbe
r of
impo
rtan
t tea
chin
g an
d
lear
ning
abo
ut te
achi
ng is
sues
em
erge
. Firs
t, cr
eatin
g a
cont
ext f
or s
tude
nt te
ache
rs to
'feel
' wha
t it i
s lik
e to
be
in a
'giv
en s
ituat
ion'
may
be
of li
ttle
real
val
ue (
and
in fa
ct
be h
urtfu
l) if
inst
itute
d in
isol
atio
n. S
econ
dly,
sim
ply
crea
ting
such
situ
atio
ns to
then
offe
r th
e 'c
orre
ct' r
espo
nse
or to
intr
oduc
e th
e ep
iste
mic
kno
wle
dge
that
wou
ld
expl
ain
one'
s ac
tions
is n
eith
er th
e pu
rpos
e no
r th
e in
tent
ion
of th
e ex
perie
nce.
Thi
rdly
, jus
t as
the
tens
ion
betw
een
telli
ng a
nd g
row
th m
ay h
ave
influ
ence
d th
e
peda
gogy
em
ploy
ed, m
any
actio
ns in
teac
hing
and
lear
ning
abo
ut te
achi
ng a
re
conn
ecte
d an
d ca
rry
asso
ciat
ed im
plic
atio
ns a
nd c
onse
quen
ces
that
nee
d to
be
appr
ehen
ded
(by
all p
artic
ipan
ts).
In th
is c
ase,
the
tens
ion
betw
een
disc
omfo
rt a
nd
chal
leng
e is
imm
edia
tely
hig
hlig
hted
and
nee
ds to
be
addr
esse
d, b
ut it
sho
uld
not
caus
e a
loS
s of
focu
s on
the
orig
inal
act
ions
and
the
purp
ose
of th
ose
actio
ns. F
inal
ly,
the
'big
pic
ture
' nee
ds to
be
cons
tant
ly to
the
fore
suc
h th
at r
e-ex
amin
ing
the
situ
atio
n
thro
ugh
purp
osef
ul d
e-br
iefin
g an
d sy
stem
atic
ref
lect
ion
offe
rs in
sigh
ts in
to th
e
expe
rienc
e fr
om d
iffer
ent p
ersp
ectiv
es (
fram
ing
and
refr
amin
g m
ust b
ean
exp
licit
peda
gogi
cal o
utco
me)
and
this
nee
ds to
be
unde
rsto
od a
s a
time
cons
umin
g an
d
recu
rsiv
e ta
sk.
As
note
d ea
rlier
, rec
ogni
sing
the
valu
e in
diff
eren
tiatin
g be
twee
n ep
iste
me
and
phro
nesi
s is
impo
rtan
t not
onl
y fo
r he
lpin
g st
uden
t tea
cher
s co
me
to le
arn
abou
t
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003.
Chi
cago
.Lo
ughr
an. J
.J. a
nd B
erry
, A.
teac
hing
thro
ugh
the
deve
lopm
ent o
f the
ir ow
n pe
rcep
tual
kno
wle
dge,
but
als
o fo
r
teac
her
educ
ator
s in
thei
r le
arni
ng o
f tea
chin
g ab
out t
each
ing
thro
ugh
reco
gniti
on o
f
the
links
bet
wee
n th
eir
conc
eptu
al (
epis
tem
e) a
nd p
erce
ptua
l (ph
rone
sis)
kno
wle
dge.
It is
in th
is v
ery
issu
e th
at th
e te
nsio
n be
twee
n te
lling
and
gro
wth
is li
ved
out t
hrou
gh
peda
gogy
and
, we
belie
ve, t
hat t
each
er e
duca
tors
nee
d to
exp
erie
nce
this
sid
e of
the
proc
ess
in th
e sa
me
way
that
stu
dent
teac
hers
nee
d to
exp
erie
nce
the
deve
lopm
ent o
f
thei
r pe
rcep
tual
kno
wle
dge
thro
ugh
thei
r ow
n le
arni
ng (
as in
Ben
and
Ada
m's
cas
e).
Hen
ce, c
omin
g to
und
erst
and
wha
t inf
orm
s on
e's
teac
hing
abo
ut te
achi
ng is
just
as
impo
rtan
t as
how
one
teac
hes
abou
t tea
chin
g su
ch th
at id
entif
ying
with
Ber
ry's
(For
thco
min
g) te
nsio
ns o
ffers
acc
ess
to p
edag
ogy
in w
ays
that
info
rm, n
ot c
onst
rict
prac
tice.
Tha
t is,
und
erst
andi
ng th
ese
tens
ions
thro
ugh
prac
tice
can
help
to m
ake
the
taci
t nat
ure
of te
achi
ng a
bout
teac
hing
exp
licit
for
ones
elf a
nd o
ne's
stu
dent
s. It
ther
efor
e be
com
es a
n ap
proa
ch to
exp
licit
mod
ellin
g of
the
prob
lem
atic
nat
ure
of
teac
hing
and
lear
ning
and
is u
nder
stoo
d, in
itial
ly, p
erce
ptua
lly n
ot c
once
ptua
lly.
Por
tray
ing
tens
ions
thro
ugh
mod
ellin
g
Cre
atin
g co
ntex
ts fo
r st
uden
t tea
cher
s to
dev
elop
thei
r pe
rcep
tual
kno
wle
dge
of
lear
ning
abo
ut te
achi
ng, w
e ar
gue,
is e
nhan
ced
whe
n th
e pe
dago
gica
l rea
soni
ng th
at
unde
rpin
s te
ache
r ed
ucat
ors'
pra
ctic
e is
mad
e cl
ear
and
expl
icit.
But
, suc
h ex
plic
it
mod
ellin
g in
our
ow
n pr
actic
e m
ust b
e to
mak
e cl
ear
not s
impl
y tr
ansm
itth
e
thou
ghts
and
act
ions
of p
ract
ice
for
all p
artic
ipan
ts to
be
able
to d
elib
erat
ely
refle
ct
upon
. For
exa
mpl
e, in
the
epis
ode
of B
en a
nd A
dam
's te
achi
ng a
bove
, afte
r C
laire
had
inte
rven
ed a
nd d
emon
stra
ted
wha
t mig
ht b
e do
ne, t
he e
xper
ienc
e w
as th
en
imm
edia
tely
de-
brie
fed
and
unpa
cked
to a
cces
s th
e pe
dago
gica
l rea
soni
ng o
f all
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003.
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
2526
invo
lved
(st
uden
t tea
cher
s an
d te
ache
r ed
ucat
or).
So
an im
port
ant a
spec
t of e
xplic
it
mod
ellin
g is
that
pro
blem
atic
situ
atio
ns a
re n
ot o
nly
crea
ted
with
in a
nd b
y th
e gr
oup,
but t
hese
situ
atio
ns a
re th
en e
xam
ined
and
ref
lect
ed u
pon
in a
del
iber
ate
and
purp
osef
ul fa
shio
n. T
hus,
thes
e st
uden
t tea
cher
s, r
athe
r th
an b
eing
told
how
to a
ct,
expe
rienc
e th
e ra
nge
of a
ctio
ns (
and
reac
tions
) of
the
grou
p as
they
hav
e im
med
iate
acce
ss to
the
thou
ghts
, fee
lings
and
act
ions
of t
he v
ario
us p
artic
ipan
ts. T
hey
beco
me
mor
e in
touc
h w
ith th
e de
velo
pmen
t of t
heir
perc
eptu
al k
now
ledg
e th
roug
h co
mpa
ring
thei
r ow
n re
spon
se to
the
situ
atio
n w
ith w
hat t
hey
alre
ady
know
and
feel
, and
with
the
resp
onse
s an
d fe
elin
gs o
f oth
ers.
How
ever
, it i
s im
port
ant t
o no
te th
at th
is p
roce
ss is
not a
sea
rch
for
right
and
wro
ng w
ays
of a
ctin
g (o
r re
actin
g) b
ut r
athe
r an
atte
mpt
to
mak
e pe
dago
gica
l rea
soni
ng e
xplic
it an
d ac
cess
ible
to a
ll.
A c
onse
quen
ce o
f thi
s as
pect
of e
xplic
it m
odel
ling
is th
at th
e si
tuat
ions
we
crea
te fo
r ou
r st
uden
t tea
cher
s w
e al
so e
xper
ienc
e (a
s bo
th te
ache
rs a
nd le
arne
rs).
Kor
thag
en e
t al's
(20
01)
rem
inde
r th
at, "
...th
e ta
sk...
is to
hel
p st
uden
t tea
cher
s
expl
ore
and
refin
e th
eir
perc
eptio
ns"
(p. 2
9) a
pplie
s eq
ually
to u
s in
all
of th
e
situ
atio
ns w
e liv
e w
ith o
ur s
tude
nt te
ache
rs. T
his
is a
n im
port
ant a
spec
t of m
odel
ling
for
if w
e w
ere
to o
ffer
epis
tem
ic e
xpla
natio
ns to
our
stu
dent
teac
hers
abo
ut th
e
situ
atio
ns w
e cr
eate
in c
lass
, the
n w
e w
ould
mos
t lik
ely
not h
elp
stud
ent t
each
ers
to
deve
lop
insi
ghts
into
the
prob
lem
atic
nat
ure
of p
ract
ice;
alth
ough
it m
ight
hel
p us
to
feel
'rig
ht' i
n ex
plai
ning
our
act
ions
, ie.
theo
ry u
nder
pins
our
pra
ctic
e. In
con
tras
t, w
e
belie
ve th
at in
sigh
ts a
re m
ore
likel
y de
velo
ped
by b
eing
invo
lved
toge
ther
, hea
ring
othe
rs' (
stud
ents
and
teac
hers
) ex
plan
atio
ns o
f the
ir di
ffere
:nt p
ersp
ectiv
es o
n
epis
odes
. Thi
s th
en o
ffers
opp
ortu
nitie
s fo
r pe
rcep
tual
kno
wle
dge
to b
e de
velo
ped,
fram
ed a
nd r
efra
med
by
all p
artic
ipan
ts. I
f we
did
not e
xplic
itly
mod
el th
is p
roce
ss o
f
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
expl
aini
ng a
nd e
xplo
ring
pers
pect
ives
thro
ugh
our
prac
tice,
we
wou
ld b
e in
dan
ger
of
sim
ply
offe
ring
our
conc
eptu
al k
now
ledg
e, a
lbei
t in
perh
aps
mor
e co
nfro
ntin
g an
d
dem
andi
ng w
ays,
but
it w
ould
rea
lly o
nly
be a
noth
er fo
rm o
f del
iver
y; te
lling
as
oppo
sed
to te
achi
ng, o
r us
ing
Mye
rs's
(20
02)
term
s, te
lling
, sho
win
g an
d gu
ided
prac
tice.
Hen
ce th
ere
wou
ld b
e lit
tle c
hang
e to
the
trad
ition
al a
ppro
ach
to te
ache
r
educ
atio
n.
Ove
rvie
w
Sub
stan
tial r
esea
rch
effo
rts
in p
ast d
ecad
es h
ave
resu
lted
in th
e ac
cum
ulat
ion
of a
cons
ider
able
bod
y of
kno
wle
dge
abou
t tea
chin
g an
d te
ache
r ed
ucat
ion.
A g
ood
deal
is
know
n ab
out t
he b
ackg
roun
d an
d ex
perie
nce
of te
ache
r ed
ucat
ors,
the
natu
re a
nd
purp
ose
of te
ache
r ed
ucat
ion,
the
stat
us o
f tea
chin
g an
d te
ache
r ed
ucat
ion
and
the
wor
k of
facu
lties
of e
duca
tion.
Yet
teac
her
educ
ator
s tu
rnin
g to
the
rese
arch
lite
ratu
re
to lo
cate
kno
wle
dge
that
add
ress
es th
e na
ture
of t
each
ing
abou
t tea
chin
g, o
r to
hea
r
the
voic
es o
f tea
cher
edu
cato
rs th
emse
lves
in e
duca
tion
rese
arch
, unc
over
s
com
para
tivel
y lit
tle (
Ric
hard
son,
199
6; W
idee
n et
al,
1998
). T
he p
auci
ty o
f suc
h
rese
arch
is n
o do
ubt d
isap
poin
ting
to m
any
invo
lved
in te
ache
r ed
ucat
ion
but i
t als
o
help
s to
acc
ount
for
the
lack
of d
ocum
enta
tion
abou
t app
roac
hes
to te
achi
ng a
bout
teac
hing
that
go
beyo
nd th
e si
mpl
e de
liver
y of
tips
and
tric
ks (
and
we
also
trus
t tha
t
this
pap
er is
not
inte
rpre
ted
as a
por
tray
al o
f "di
ffere
nt"
tips
and
tric
ks).
The
lack
of r
esea
rch
in te
achi
ng a
bout
teac
hing
by
teac
her
educ
ator
s
them
selv
es m
ay h
ave
as m
uch
to d
o w
ith th
e fa
ct th
at te
ache
r ed
ucat
ors'
wor
k ha
s no
t
(unt
il re
cent
ly)
been
val
ued
as a
form
of s
peci
alis
ed e
xper
tise
with
in a
cade
mia
. It m
ay
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
2728
also
be
linke
d to
not
ions
of t
each
ing
itsel
f (as
an
unde
r th
eoriz
ed fi
eld)
sim
ilarly
bei
ng
appl
ied
to te
achi
ng a
bout
teac
hing
. Com
poun
ding
this
diff
icul
ty is
the
view
that
teac
her
educ
atio
n sh
ould
pre
pare
stu
dent
teac
hers
for
the
dem
ands
of f
ull-t
ime
teac
hing
and
, tea
cher
edu
catio
n fr
om th
is p
ersp
ectiv
e is
mor
e ab
out s
ocia
lizat
ion
(see
Zei
chne
r &
Gor
e, 1
990)
rat
her
than
dev
elop
ing
an a
ppre
ciat
ion
of th
e co
mpl
exity
of
teac
hing
and
lear
ning
. The
pur
suit
of u
nder
stan
ding
of t
each
ing
abou
t tea
chin
g
ther
efor
e re
mai
ns u
nder
valu
ed a
nd h
as n
ot n
eces
saril
y be
en a
ll th
at w
ell i
nfor
med
by
past
res
earc
h.
In c
halle
ngin
g th
e si
tuat
ion
(so
brie
fly o
utlin
ed)
abov
e, a
beg
inni
ng p
oint
is in
conc
eptu
aliz
ing
teac
hing
abo
ut te
achi
ng a
s pr
oble
mat
ic a
nd, o
ne a
spec
t of
prob
lem
atiz
ing
prac
tice
is th
roug
h an
app
reci
atio
n of
the
tens
ions
cre
ated
in
atte
mpt
ing
to r
espo
nd to
the
unbr
idge
able
gap
bet
wee
n w
ords
and
exp
erie
nces
.
Thr
ough
this
exa
min
atio
n of
our
app
roac
h to
exp
licit
mod
ellin
g w
e ho
pe to
mak
e
clea
r w
ays
of c
halle
ngin
g th
e st
atus
quo
of l
earn
ing
abou
t tea
chin
g in
'tra
ditio
nal'
teac
her
educ
atio
n pr
ogra
ms.
We
also
bel
ieve
that
an
artic
ulat
ion
of te
ache
r ed
ucat
ion
prac
tices
may
be
bette
r co
ncep
tual
ised
thro
ugh
appr
ehen
ding
the
valu
e of
the
theo
retic
al fr
amew
ork
asso
ciat
ed w
ith e
pist
eme
and
phro
nesi
s. O
ur a
rtic
ulat
ion,
we
brie
fly r
aise
thro
ugh
the
follo
win
g fo
ur a
spec
ts o
f pra
ctic
e an
d, a
lthou
gh th
ey c
anno
t
(and
sho
uld
not)
be
scrip
ted,
we
belie
ve th
ey c
an b
e an
ticip
ated
in w
ays
that
mak
e
them
inst
ruct
ive
in te
achi
ng a
bout
teac
hing
. Whe
n us
ed a
s a
way
of v
iew
ing
teac
hing
and
lear
ning
abo
ut te
achi
ng, w
e be
lieve
that
they
can
als
o be
pow
erfu
l sha
ping
fact
ors
in fi
ndin
g ap
proa
ches
to r
espo
nd to
the
ever
pre
sent
theo
ry-p
ract
ice
gap
that
app
ears
to b
e ex
acer
bate
d by
'tra
ditio
nal'
teac
her
educ
atio
n pr
ogra
m s
truc
ture
s an
d
appr
oach
es.
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
. A.
Alth
ough
thes
e fo
ur a
spec
ts h
ave
been
art
icul
ated
thro
ugh
our
expe
rienc
es o
f
Dev
elop
ing
Ped
agog
y, th
ey h
ave
also
impa
cted
on
our
teac
hing
abo
ut te
achi
ng
gene
rally
. The
cha
nge
in c
onte
xt (
the
oppo
rtun
ity to
rec
onsi
der
the
take
n-fo
r-gr
ante
d
aspe
cts
of p
ract
ice
crea
ted
thro
ugh
Dev
elop
ing
Ped
agog
y) a
llow
ed u
s to
see
bey
ond
'trad
ition
al' t
each
er e
duca
tion
appr
oach
es a
nd h
as e
ncou
rage
d us
to b
e re
spon
sive
to
othe
r co
ntex
ts in
ret
urn.
I)Pr
ofes
sion
al c
ritiq
ue o
ffer
s w
ays
of s
eein
g in
to e
xper
ienc
e
How
we
teac
h ha
s m
uch
grea
ter
impa
ct o
n st
uden
t tea
cher
s' th
inki
ng a
bout
pra
ctic
e
than
wha
t we
teac
h (R
usse
ll, 1
997)
. How
ever
, unp
acki
ng te
achi
ng b
y pr
ofes
sion
ally
criti
quin
g ex
perie
nces
req
uire
s sk
ills,
abi
litie
s an
d at
titud
es th
at n
eed
to b
e re
cogn
ised
and
deve
lope
d by
stu
dent
teac
hers
and
teac
her
educ
ator
s al
ike.
Cre
atin
gop
port
uniti
es
for
doin
g th
is c
reat
es r
eal s
ituat
ions
for
exam
inin
g ho
w w
e te
ach
as o
ppos
ed to
wha
t
we
teac
h an
d le
ads
to th
e de
velo
pmen
t of p
erce
ptua
l kno
wle
dge
for
all p
artic
ipan
ts.
2)Se
eing
dif
fere
nt ty
pes
of te
achi
ng d
ecis
ions
in a
ctio
n he
lps
to h
ighl
ight
the
prob
lem
atic
nat
ure
of te
achi
ng
Dec
isio
n-m
akin
g in
teac
hing
hap
pens
on
diffe
rent
leve
ls. T
o he
lp s
tude
nt te
ache
rs b
e
info
rmed
abo
ut th
eir
own
peda
gogi
cal r
easo
ning
, tea
cher
edu
cato
rs n
eed
to h
ighl
ight
diffe
renc
es b
etw
een
the
kind
s of
teac
hing
dec
isio
ns th
ey m
ake
and
the
impa
ct o
f the
ir
thin
king
on
thei
r su
bseq
uent
act
ions
and
cre
ate
oppo
rtun
ities
for
stud
ent t
each
ers
to
reco
gnis
e ho
w th
ese
impa
ct o
n th
eir
lear
ning
.
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an. J
.J. a
nd B
erry
. A.
29
3)G
enui
nely
sea
rchi
ng fo
r di
ffere
nces
bet
wee
n ac
tions
and
inte
nt
Man
y te
ache
rs (
expe
rienc
ed a
nd in
expe
rienc
ed)
stru
ggle
to r
ecog
nize
diff
eren
ces
betw
een
wha
t the
y in
tend
to te
ach
and
thei
r ac
tual
teac
hing
beh
avio
urs.
By
hone
stly
expl
orin
g al
tern
ativ
e pe
rcep
tions
of t
he r
elat
ions
hip
betw
een
wha
t is
taug
ht, h
ow it
is
taug
ht a
nd w
hat i
s le
arnt
thro
ugh
shar
ed e
xper
ienc
es, t
each
ers
(stu
dent
teac
hers
and
teac
her
educ
ator
s) a
re o
ffere
d op
port
uniti
es to
see
thei
r pr
actic
e th
roug
h ot
hers
' eye
s.
4)V
alui
ng c
olla
bora
tion
and
co-t
each
ing
Exp
erie
nces
that
rev
olve
aro
und
colla
bora
tion
and
the
shar
ing
of id
eas
and
pers
pect
ives
on
prac
tice
help
in r
efra
min
g (S
chon
, 198
3). T
hrou
gh c
o-te
achi
ng
teac
her
educ
ator
s an
d st
uden
t tea
cher
s ar
e ab
le to
acc
ess
poss
ibili
ties
for
lear
ning
that
are
not s
o lik
ely
whe
n w
orki
ng a
lone
. Con
clus
ion
Thi
s pa
per
illus
trat
es fo
r us
wha
t we
see
as a
n im
port
ant c
halle
nge
for
teac
her
educ
ator
s to
face
in a
ttem
ptin
g to
find
new
way
s of
cre
atin
g le
arni
ng a
bout
teac
hing
oppo
rtun
ities
for
stud
ent t
each
ers
that
will
be
mea
ning
ful f
or th
em in
thei
r ow
n
prof
essi
onal
dev
elop
men
t and
gro
wth
. Thi
s is
not
a s
impl
e ta
sk, b
ut s
uch
wor
k is
cruc
ial t
o an
art
icul
atio
n th
at m
ight
be
valu
able
for
the
educ
atio
n co
mm
unity
to le
arn
from
and
bui
ld u
pon
and,
it m
atte
rs if
as
a co
mm
unity
of e
duca
tors
we
are
to b
egin
to
addr
ess
Mye
rs (
2002
) co
ncer
ns a
bout
the
unch
angi
ng p
edag
ogy
of te
lling
, sho
win
g,
guid
ed p
ract
ice.
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion,
Apr
il, 2
003,
Chi
cago
.Lo
ughr
an, J
.J. a
nd B
erry
, A.
30
Thr
ough
the
appr
oach
to b
ette
r un
ders
tand
ing
teac
hing
and
lear
ning
abo
ut
teac
hing
that
we
have
beg
un to
art
icul
ate
in th
is p
aper
, we
trus
t tha
t it i
s an
impe
tus
for
othe
rs to
beg
in to
mov
e to
war
d an
art
icul
atio
n of
som
e as
pect
s of
thei
r ow
n
peda
gogy
of t
each
er e
duca
tion.
Thi
s w
e se
e as
an
impo
rtan
t out
com
e fo
r th
e
deve
lopm
ent o
f a g
enui
ne k
now
ledg
e ba
se o
f tea
chin
g ab
out t
each
ing.
How
ever
, we
also
ack
now
ledg
e th
e lim
itatio
ns o
f tex
t in
conv
eyin
g pe
rcep
tual
kno
wle
dge
com
pare
d w
ith c
once
ptua
l kno
wle
dge;
an
inte
rest
ing
para
dox
in a
ttem
ptin
g to
por
tray
the
very
issu
es w
ith w
hich
we
are
conc
erne
d in
teac
hing
abo
ut te
achi
ng. B
ut n
ot a
reas
on to
avo
id tr
ying
.
Ref
eren
ces
Adl
er, S
.A. (
1993
). T
each
er E
duca
tion:
Res
earc
h as
ref
lect
ive
prac
tice.
Tea
chin
g an
dT
each
er E
duca
tion.
9 (
2), 1
59 -
167
.B
erry
, A. (
For
thco
min
g). S
elf-
stud
y in
Tea
chin
g ab
out T
each
ing.
In J
ohn
Loug
hran
,M
aryL
ynn
Ham
ilton
, Vic
ki L
aBos
key
& T
om R
usse
ll (E
ds.)
Inte
rnat
iona
lH
andb
ook
of S
elf-
stud
y of
Tea
chin
g an
d T
each
er E
duca
tion
Pra
ctic
es.
Dor
drec
ht: K
luw
er p
ublis
hing
.B
erry
, A.,
& L
ough
ran,
J.J
. (20
02).
Dev
elop
ing
an U
nder
stan
ding
of L
earn
ing
toT
each
in T
each
er E
duca
tion.
In J
ohn
Loug
hran
& T
om R
usse
ll (E
ds.)
,Im
prov
ing
Tea
cher
Edu
catio
n P
ract
ices
Thr
ough
Sel
f-st
udy
(pp.
13
- 29
).Lo
ndon
: Rou
tledg
e-F
alm
er.
Ber
ry, A
. (20
01 S
epte
mbe
r). M
akin
g th
e pr
ivat
e pu
blic
: Usi
ng th
e W
WW
as
a w
indo
w in
toon
ete
ache
r ed
ucat
or's
thin
king
abo
ut h
er p
ract
ice.
Pap
er p
rese
nted
at t
he In
tern
atio
nal S
tudy
Ass
ocia
tion
of T
each
ers
and
Tea
chin
g. F
aro,
Por
tuga
l.
Bro
okfie
ld, S
.D. (
1995
). B
ecom
ing
a C
ritic
ally
Ref
lect
ive
Tea
cher
. San
Fra
ncis
co:
Joss
ey-B
ass.
Gui
lfoyl
e, K
. (19
95).
Con
stru
ctin
g th
e M
eani
ng o
f Tea
cher
Edu
cato
r: T
he s
trug
gle
tole
arn
the
role
s. T
each
er E
duca
tion
Qua
rter
ly, 2
2(3)
, 1 I
27.
Ham
ilton
. M.L
., w
ith P
inne
gar,
S.,
Rus
sell,
T,.
Loug
hran
, J.,
& L
aBos
key,
V. (
Eds
.)(1
998)
. Rec
once
ptua
lizin
g T
each
ing
Pra
ctic
e: S
elf-
stud
y in
Tea
cher
Edu
catio
n. L
ondo
n: F
alm
er P
ress
.H
eato
n, R
.M. &
Lam
pert
, M. (
1993
). L
earn
ing
to H
ear
Voi
ces:
Inve
ntin
g a
New
Ped
agog
y of
Tea
cher
Edu
catio
n. In
Coh
en, D
.K.,
McL
augh
lin, M
.W.,
&T
albe
rt, J
. (E
ds),
Tea
chin
g fo
r U
nder
stan
ding
: Cha
lleng
es fo
r P
olic
y an
dpr
actic
e (p
p. 4
3 -
83).
San
Fra
ncis
co: J
osse
y-B
ass.
Kor
thag
en, F
.A.J
. (19
85).
Ref
lect
ive
teac
hing
and
pre
serv
ice
teac
her
educ
atio
n in
the
Net
herla
nds.
Jou
rnal
of T
each
er E
duca
tion,
9 (
3), 3
17 -
326
.
A p
aper
pre
sent
ed a
t the
Ann
ual M
eetin
g of
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssso
ciat
ion.
Apr
il. 2
003.
Chi
cago
.Lo
ughr
an. J
.J. a
nd B
erry
. A.
31
Kor
thag
en, F
.A.J
., in
coo
pera
tion
with
Kes
sels
, J.,
Kos
ter,
B.,
Lage
rwer
f, B
., &
Wub
bels
, T. (
2001
).L
inki
ng P
ract
ice
and
The
ory:
the
Peda
gogy
of
Rea
listic
Tea
cher
Edu
catio
n.N
ew J
erse
y, U
SA
: Law
renc
e E
rlbau
m A
ssoc
iate
s.K
osni
k, C
. (20
01).
The
Effe
cts
of a
n In
quiry
-orie
nted
Tea
cher
Edu
catio
n P
rogr
am o
na
Fac
ulty
mem
ber:
som
e cr
itica
l inc
iden
ts a
nd m
y jo
urne
y.R
efle
ctiv
e Pr
actic
e,2(
1),6
5 -
80.
Loug
hran
, J.J
. (19
96)
Dev
elop
ing
Ref
lect
ive
Prac
tice:
Lea
rnin
g ab
out T
each
ing
and
Lea
rnin
g th
roug
h M
odel
ling,
Lond
on, F
alm
er P
ress
.Lo
ughr
an, J
.J. (
2002
, Aug
ust)
.Pu
rsui
ng S
chol
arsh
ip in
Tea
cher
Edu
catio
n.K
eyno
tead
dres
s at
the
Tea
cher
Edu
catio
n F
orum
of A
otea
roa,
New
Zea
land
,W
ellin
gton
, New
Zea
land
.Lo
ughr
an, J
.J.,
& N
orth
field
, J.R
. (19
96).
Ope
ning
the
Cla
ssro
om D
oor:
Tea
cher
,R
esea
rche
r, L
earn
er.
Lond
on: F
alm
er P
ress
.M
yers
, C.B
. (20
02).
Can
sel
f-st
udy
chal
leng
e th
e be
lief t
hat t
ellin
g, s
how
ing
and
guid
ed p
ract
ice
cons
titut
e ad
equa
te te
ache
r ed
ucat
ion?
In J
ohn
Loug
hran
&T
om R
usse
ll (E
ds.)
, Im
prov
ing
Tea
cher
Edu
catio
n Pr
actic
es T
hrou
gh S
elf-
Stu
dy (
pp. 1
30 -
142
). L
ondo
n: R
outle
dgeF
alm
er.
Ric
hard
son,
V. (
1996
). T
he C
ase
for
For
mal
Res
earc
h an
d P
ract
ical
Inqu
iry in
Tea
cher
Edu
catio
n. In
F.B
. Mur
ray
(Ed.
),T
he te
ache
r ed
ucat
or's
han
dboo
k:bu
ildin
g a
know
ledg
e ba
se f
or th
e pr
epar
atio
n of
teac
hers
.(p
p.7I
5-7
37).
San
Fra
ncis
co. J
osse
y-B
ass.
Rog
ers,
B. (
1998
). Y
ou k
now
the
Fai
r R
ule
and
muc
h m
ore:
Str
ateg
ies
for
mak
ing
the
hard
job
of d
isci
plin
e an
d be
havi
our
man
agem
ent i
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