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

• Main Authors: Ross, Vicki, Chan, Elaine, Keyes, Dixie
• Format: eBook Book
• Language: English
• Published: Bingley Emerald Publishing Limited 2017; Emerald
• Edition: 1
• Series: Advances in research on teaching
• Subjects: EDUCATION; Effective teaching; Teachers; Teachers > Training of; Teaching

This book aims to explore and make visible the intersection of subject matter knowledge and teacher knowledge in the narratives of teachers. This complicated interaction between these two bodies of knowledge is often studied and little understood.  This book uses narrative to examine the complexitie...

Table of Contents:

• 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
• 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
• 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
• 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
• 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
• Ekta's Narrative Thread III: to Make and Enliven the Curriculum