Development of Novice Teachers' Views of Students Ideas as Sensible and Productive Documents
Clarissa E. Lovegren and
Amy D. Robertson
Novice teachers in Seattle Pacific University's (SPU's) Learning Assistant (LA) Program shifted their views of student thinking over the course of two academic quarters. LAs originally valued student ideas as (1) a part of caring for students as whole people and (2) instrumental for diagnosing misunderstandings. As the second quarter of the course proceeded, LAs highlighted the intellectual value of student thinking, treating student ideas as sensible and productive. This paper proposes plausible mechanisms that foster this expanded view. In particular, we suggest that articulating teaching values that prioritize student reasoning, searching for "kernels of correctness" in student thinking, and negotiating curricular knowledge promote this particular attention towards student ideas.
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Published February 1, 2014
Last Modified January 31, 2014
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