Teacher visioning: A systematic review of the literature

Vaughn, Margaret; Wall, Amanda; Scales, Roya Q.; Parsons, Seth A.; Sotirovska, Vera

doi:10.1016/j.tate.2021.103502

Cited by 11 publications

(1 citation statement)

References 52 publications

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“…Through this activity, PSTs construct and articulate their images, or visions, of ideal classroom practices. (Adams & Kaczmarczyk, 2023;Vaughn et al, 2021) Cultural archeology-Teachers conduct a cultural archeology on themselves, asking: why do I think this way? Where do I come from?…”

Section: Personal Cultural Reflectionmentioning

confidence: 99%

More being, different doing: Illuminating examples of culturally relevant literacy teaching

Rios,

Matthews,

Zentell

et al. 2024

J Adolescent & Adult Lit

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Preparing literacy teachers for culturally relevant teaching is increasingly critical amidst growing student diversity and pandemic‐associated learning needs. However, despite the prevalence of existing reporting on culturally relevant literacy teaching, there remains a disconnect between the theoretical conception and realized implementation of this work in literacy classrooms. Operationalizing the praxis of culturally relevant literacy teaching has remained elusive due to the contextualized and adaptive nature of the practice. This literature review aims to demystify this praxis by particularizing and grounding the theories and ideas that support culturally relevant teacher practices in literacy and offer examples for preservice and in‐service practice. We conducted a rapid review of 72 articles to explore how culturally relevant literacy teaching has been included in teacher preparation and teaching. Findings include six categories of culturally relevant literacy practices in preservice teacher education and three in in‐service teaching. Results point toward a needed shift away from a curricular focus of this work to one that is pedagogical and student‐centered.

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Section: Personal Cultural Reflectionmentioning

confidence: 99%

More being, different doing: Illuminating examples of culturally relevant literacy teaching

Rios,

Matthews,

Zentell

et al. 2024

J Adolescent & Adult Lit

View full text Add to dashboard Cite

show abstract

Examining How Prospective Mathematics Teachers’ Instructional Visions Align with Their Responding Practices Through Scripting Tasks

Osmanoglu,

Girit-Yildiz

2023

Int J of Sci and Math Educ

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Primary teachers’ early and retrospective instructional vision of mathematical inquiry

Makar

2023

J Educ Change

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A key challenge in implementing inquiry-based learning in mathematics has been raising teachers’ confidence and skills with unfamiliar pedagogical practices. The nature of inquiry in particular challenges traditional notions of teaching mathematics that dominate the field. Few studies have explored how teachers’ perceptions of the nature of inquiry evolve as they adopt and gain experience over time teaching mathematics with inquiry. This article draws on interviews from ten primary teachers about their anticipated and initial experiences, then again after five years of experience. Using instructional vision as a lens, analysis of their perspectives of inquiry at each juncture provided insights into how teachers were confronted by and then persisted through early challenges to make mathematical inquiry a regular part of their pedagogy. This paper provides new insights of teachers’ vision of their role into adopting ambitious pedagogies over time.

show abstract

Teacher visioning: A systematic review of the literature

Cited by 11 publications

References 52 publications

More being, different doing: Illuminating examples of culturally relevant literacy teaching

More being, different doing: Illuminating examples of culturally relevant literacy teaching

Examining How Prospective Mathematics Teachers’ Instructional Visions Align with Their Responding Practices Through Scripting Tasks

Primary teachers’ early and retrospective instructional vision of mathematical inquiry

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