Tensions in school context and teacher praxis in equity-oriented porofessional learning

Mari Haneda, Magdalena Madany-Saa, Annela Teemant, Brandon Sherman

Research output: Contribution to journalArticlepeer-review

Abstract

Teaching language-minoritized students requires educators to gain equity-oriented ways of thinking and teaching. Using critical sociocultural perspectives on teacher learning, pedagogy, and coaching, we explore how 22 teachers at two United States urban elementary schools experienced a year-long, equity-oriented instructional coaching program focused on pedagogical practices called the Enduring Principles of Learning. Drawing on Freire's idea of praxis, interview data were analyzed to reveal tensions arising from enacting new pedagogical practices and how these tensions (or the lack thereof) related to teachers' professional learning. School climate and principal leadership style generated different types of tension, resulting in differential teacher uptake.

Original languageEnglish (US)
Article number104480
JournalTeaching and Teacher Education
Volume140
DOIs
StatePublished - Apr 2024

All Science Journal Classification (ASJC) codes

  • Education

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