Negotiating identity and agency amidst pedagogical change: The case of student push back

IF 3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of the Learning Sciences Pub Date : 2021-08-04 DOI:10.1080/10508406.2021.1954522

Jen Munson

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引用次数: 1

Abstract

ABSTRACT Background When mathematics teachers embrace the call for pedagogical change, instructional shifts are likely to unfold in complex ways. While we typically view teachers as leading this process, within a figured worlds framework, students play active roles in negotiating the identities, rights, and obligations of all members of a classroom in the midst of pedagogical change. Methods Drawing on a comparative case study approach, the study examined the case of student push back moves in student-teacher discourse during nine sensemaking mathematics lessons in two fourth grade classrooms. Findings Analysis of the case of student push back moves shows how classrooms in pedagogical transition represent not a single coherent figured world, but multiple, clashing figured worlds. Students exercised agency to press the teacher to adhere to obligations to support sensemaking, thus supporting pedagogical change. Contribution These findings indicate the complexity of negotiations within transitioning classrooms, with implications for understanding how figured worlds evolve and the ways that students participate in pedagogical change.

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在教学变革中协商身份和代理:学生反抗的案例

当数学教师接受教学变革的呼吁时，教学转变可能以复杂的方式展开。虽然我们通常认为教师是这一过程的领导者，但在一个数字世界框架内，在教学变革中，学生在协商课堂上所有成员的身份、权利和义务方面发挥着积极的作用。方法采用比较案例研究的方法，对两所四年级教室的九节意义建构数学课中学生在师生话语中的推回动作进行了研究。对学生推回动作案例的分析表明，教学转型中的课堂所代表的不是一个单一的连贯的图形世界，而是多个相互冲突的图形世界。学生行使能动性，迫使教师坚持支持意义建构的义务，从而支持教学变革。这些发现表明了转型课堂中谈判的复杂性，对理解数字世界如何演变以及学生参与教学变革的方式具有启示意义。

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来源期刊

Journal of the Learning Sciences Multiple-

CiteScore

10.70

自引率

5.30%

发文量

期刊介绍： Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts. JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.