ABS125 - Exploring teachers’ sense making of teaching and learning from classroom experiences

1.3 Learning, knowledge and agency
Tuesday Aug 29   11:40 AM to 12:00 PM (20 minutes)
This paper seeks to gain an understanding of how teaching and learning happen in classrooms from the sociocultural perspective, which holds that learning is founded within participation in social and cultural practices. The study focuses on how expert teachers do what they do from within the boundary of teachers’ classroom teaching and learning experiences, which enables them to make sense and make meaning from those experiences. Teachers introduce subject matter content, which is at the center of teaching and learning, through tasks. Sense making and meaning making happens through interaction with the tasks. This study aims to explore how teachers make sense and make meaning from teaching and learning experiences in relation to tasks. To understand this complexity, twelve teachers of English and Mathematics, six each, have been observed. The process of data analysis, which will involve both within-case and cross-case analysis, is the current focus and is going on. The study will finally contribute towards the concept of teacher expertise by developing a framework of how experts do teaching and learning in classrooms. The study will further contribute towards the sociocultural theory by providing a framework of sense making and meaning making levels of the expert teachers.
University of Oxford