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What We Mean When We Talk About Teaching: The Limits of Professional Language and Possibilities for Professionalizing Discourse in Teachers’ Conversations


by Ilana Seidel Horn & Britnie Delinger Kane - 2019


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Cite This Article as: Teachers College Record Volume 121 Number 6, 2019, p. 1-32
https://www.tcrecord.org ID Number: 22735, Date Accessed: 8/18/2019 11:24:57 AM
 
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About the Author
  • Ilana Seidel Horn
    Vanderbilt University Peabody College
    E-mail Author
    ILANA SEIDEL HORN is professor of mathematics education at Vanderbilt University’s Peabody College and the director of the Teacher Learning Lab at Vanderbilt. Using sociolinguistics and interpretive methods, her work examines secondary mathematics teachers’ learning in the contexts of their workplace. Her research aims to critique and improve teacher education and, in turn, improve education for students and supports for teachers, particularly in urban schools. Recent publications include “Accountability as a Design for Teacher Learning: Sensemaking About Mathematics and Equity in the NCLB Era” in Urban Education (2018) and Motivated: Designing Math Classrooms Where Students Want to Join In (2017), published by Heinemann Press.
  • Britnie Delinger Kane
    The Citadel
    E-mail Author
    BRITNIE DELINGER KANE is an assistant professor of literacy education at The Citadel’s Zucker Family School of Education. Her research interests include a focus on supporting teachers’ professional learning about rigorous and equitable instruction in writing and in mathematics, with particular attention to the design of pedagogies in teacher education, instructional coaching, and the facilitation of in-service teachers’ opportunities to learn in teachers’ collaborative groups. Recent publications include “Relationships Between Instructional Coaches’ Time Use and District and School-Level Policies and Expectations” in The American Educational Research Journal (in press) and “Making the Most of Instructional Coaches” in Phi Delta Kappan>/I> magazine (2018).
 
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