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Professor Marilyn Cochran-Smith Lynch School of Education Boston College, USA www.marilyncochransmith.com
Learning to Teach over Time: Two Teachers, Two Paths
Learning to Teach over Time: Two Teachers, Two Paths
This is a life
You heal. You help. You love. Whats wrong with that?
Is that a life, or is that a life?
Learning to Teach over Time: Two Teachers, Two Paths
OVERVIEW
stories of two beginning teachers
a framework to explain similarities and differences
implications for leadership, teaching, and learning in the 21st century
OVERVIEW
stories of two beginning teachers
a framework to explain similarities and differences
implications for leadership, teaching, and learning in the 21st century
Stories play a major role in our sleeping and waking lives. We
dream in narrative, daydream in
narrative, remember, anticipate,
hope, despair, believe, doubt,
plan, revise, criticize, construct,
gossip, learn, hate and love by
narrative. (Barbara Hardy)
Sources:
Teacher Inquiry and Learning to Teach Research Project (book) PI: Marilyn Cochran-Smith
University of Pennsylvania, 1994-1998
Inside/Outside: Teacher Research and Knowledge (book)
Authors: Marilyn Cochran-Smith and Susan L. Lytle
New York: Teachers College Press, 1994.
Inquiry as Stance: Practitioner Research for the Next Generation (book)
Authors: Marilyn Cochran-Smith and Susan L. Lytle
New York: Teachers College Press, 2009
(Gill Maimon chapter: Practitioner Inquiry as Mediated Emotion)
Qualitative Case Studies of Learning to Teach (QCS) Research Project (articles)
Co-PIs: Marilyn Cochran-Smith & Patrick McQuillan Core Researchers: Joan Barnatt, Lisa DSouza, Cindy Jong, Kara Mitchell, Karen Shakman, and Dianna Terrell
Boston College, 2004-2010
The Story of Gill Maimon
Planned to teach for 3 years,
then policy
TP emphasized action
research and social
justice
Struggled during
her first year
Mid 20s, white, female,
middle class
Very strong
academic background
Assigned a school
mentor and attended orientations for new teachers
TP at a major university
Teaching job in same district,
same grade level
The Story of Elsie Reynolds
Struggled her first year
Early 20s, white, female, middle class Very strong
academic background
TP emphasized
inquiry and
social justice
Assigned a school
mentor
Planned to teach for
professional lifetime
Teaching job in
same school,
in her field
TP at a major university
Two Teachers, Two Paths
COMPLETING 18th YEAR FIRED AT END OF 1STYEAR
OVERVIEW
stories of two beginning teachers
a framework to explain similarities and differences
implications for leadership, teaching, and learning in the 21st century
Learning to Teach Over Time
Deprivatization of practice
Inquiry as stance
High expectations for all students
Multiple overlapping communities
school cultures, context, resources
entry characteristics, personal situation
tea
ch
er p
rep/p
rofe
ssio
nal d
evelo
pm
ent v
alu
es,
be
liefs
, expecta
tions, dis
positio
ns
TIME
Deprivatization of practice
struggled with management
reflected on failings
conflict with principal
unsupported by mentor
advocated for by another teacher
helped by grade-level partners
reached outward for help
Deprivatization
struggled with management
ambivalent about the source of her difficulties
separated from other faculty
ignored by principal
unsupported by mentor
turned inward and withdrew
Privatization
school cultures, context, resources
entry characteristics, personal situation
teacher p
rep/p
rofe
ssio
nal d
evelo
pm
en
t va
lue
s,
belie
fs,
expecta
tions,
dis
positio
ns
TIME
High expectations
for all students
student teaching with at risk low-income students
cooperating teacher had low expectations
engaged in principled resistance
provided rich learning opportunities
documented students learning
Maintenance of High Expectations
high expectations about literature and critical thinking
cooperating teacher found her expectations too high
school culture: low expectations
gradually abandoned alternative methods
Erosion of Expectations
school cultures, context, resources
entry characteristics, personal situation
teacher p
rep/p
rofe
ssio
nal d
evelo
pm
en
t va
lue
s,
belie
fs,
expecta
tions,
dis
positio
ns
TIME
Inquiry as stance
Lucky people find work that matches
how they want to see
the worldI aim to be truthful
preparation program focused on
inquiry
fit well with her own world view
wrote regularly about her teaching in order to know more
professional groups emphasized oral inquiry and classroom
research
I have never been certain
whether I am
a teacher who writes
or a writer who
teaches
One of the reasons I write about my
classroom is to
challenge the limits of
the work, to keep trying
to know more
My turtle _____ to be alone.
My turtle MUST GO INTO THE STREET to be alone.
The writing I do is an assertion of the
inherent intellectual
nature of teaching.
It is a way that I keep
learning
preparation program focused on
inquiry
fit well with her own world view
wrote regularly about her teaching in order to know more
professional groups emphasized oral inquiry and classroom
research
Inquiry as Stance
preparation program fostered the idea of inquiry as a
project, not stance
inquiry was an inconvenient requirement, not a way to
know more as a teacher
I just dont think it works very well, throwing
inquiry on top of student
teaching
Its hard enough to plan lessons in general when
youre student teaching. But its harder to plan out
an entire research
project through lessons.
preparation program fostered the idea of inquiry as a
project, not stance
inquiry was an inconvenient requirement, not a way to
know more as a teacher
Inquiry as Project
school cultures, context, resources
entry characteristics, personal situation
teacher p
rep/p
rofe
ssio
nal d
evelo
pm
en
t va
lue
s,
belie
fs,
expecta
tions,
dis
positio
ns
TIME
Multiple overlapping
communities
nested communities during program
Teachers Learning Cooperative
school principal at new school
Philadelphia Writing Project
graduate program
hosted/mentored student teachers
I am a teacher because we are a
teacher commnity, and
because we are a teacher
community, I am a
teacher.
nested communities during program
Teachers Learning Cooperative
school principal at new school
Philadelphia Writing Project
graduate program
hosted/mentored student teachers
Multiple overlapping communities
placement at a non-partnership school
minimal involvement in programs activities
1-1 mentoring arrangement
Isolation
school cultures, context, resources
entry characteristics, personal situation
teacher p
rep/p
rofe
ssio
nal d
evelo
pm
en
t va
lue
s,
belie
fs,
expecta
tions,
dis
positio
ns
TIME
OVERVIEW
stories of two beginning teachers
a framework to explain similarities and differences
implications for leadership, teaching, and learning, in the 21st century
IMPLICATIONS:
leadership and school organization professional induction/learning of novice teachers
Learning to teach well is not
determined by single factors.
We need multi-layered policies
and school leaders who tailor
these policies for local schools
and departments.
To support quality teaching across
the professional lifespan, we must
take account of teachers multiple identities, positionalities,
and ways of knowing.
.
All teachers
(including new and very
experienced)
are not the same.
Communities for teacher learning
must be contexts where questions
and uncertainty are understood
as signs of learning,
not signs of failing
This involves deprivatization,
high expectations, inquiry as stance,
and multiple communities.
Teachers must act in an imperfect world
We have no choice but to risk ourselves. The choice is to consider
the risk private or to build a
community that accepts
vulnerability and shares risks. (Dwayne Huebner)
www.marilyncochransmith.com