Pose, Wobble, and Flow: The Experiences of Three First-Year Teachers

Abstract

ABSTRACT Using case study methodology, this study follows three elementary teachers transitioning from their teacher education programs through their first year of teaching. Guided by the tenets of Pose, Wobble, and Flow (P/W/F), a framework for examining teacher development, we explore participants’ learning and growth. Poses are conscious beliefs about teaching and learning that serve as touchstones guiding one’s practice. Wobble is a feeling of disequilibrium occurring when one’s existing poses are brought into question or when something unexpected challenges one’s poses. Finally, flow can be achieved when one persists through the wobble and regains equilibrium but with a deeper and more nuanced understanding of teaching and learning. Findings describe important poses held by each participant when they started teaching, experiences with wobble around these poses, and how they worked to resolve the wobble and work toward achieving flow. Implications include strategies to support preservice and beginning teachers’ work through the cycles of P/W/F.