Affirming and Extending Professional Visions of Equitable Teaching: Managing Dilemmas in Teacher-Researcher Collaboration
Learning to teach equitably is as knotty as equitable teaching itself. Both encompass challenges that place valid interests, such as efficiency and deliberation, into productive tension with one another. Applying Magdalene Lampert’s notion of “dilemma management” to teacher-researcher collaborations...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2025-07-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/23328584251356502 |
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| _version_ | 1849713126322208768 |
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| author | Bryant Jensen Aliza Segal Taylor Topham Adam Lefstein |
| author_facet | Bryant Jensen Aliza Segal Taylor Topham Adam Lefstein |
| author_sort | Bryant Jensen |
| collection | DOAJ |
| description | Learning to teach equitably is as knotty as equitable teaching itself. Both encompass challenges that place valid interests, such as efficiency and deliberation, into productive tension with one another. Applying Magdalene Lampert’s notion of “dilemma management” to teacher-researcher collaborations, we conduct a post-hoc analysis of negotiations in professional visions of equitable teaching between a researcher and a fifth-grade team of teachers in Hawai‘i. Using a formative peer observation system called Instructional Conversations for Equitable Participation (ICEP), this team used, questioned, and deviated from ICEP materials in their collaboration meetings to plan for and study equitable dialogic teaching practices in their mathematics lessons. Teachers appropriated, pushed back against, and adapted codes from ICEP observation rubrics to negotiate visions of equitable teaching that resonated with their students and the local context. We share implications for teacher-researcher collaboration and scaling and sustaining designs to assist rather than impose professional visions of equitable teaching. |
| format | Article |
| id | doaj-art-08129be5dbff47298c13a10001e69b8d |
| institution | DOAJ |
| issn | 2332-8584 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | AERA Open |
| spelling | doaj-art-08129be5dbff47298c13a10001e69b8d2025-08-20T03:14:02ZengSAGE PublishingAERA Open2332-85842025-07-011110.1177/23328584251356502Affirming and Extending Professional Visions of Equitable Teaching: Managing Dilemmas in Teacher-Researcher CollaborationBryant JensenAliza SegalTaylor TophamAdam LefsteinLearning to teach equitably is as knotty as equitable teaching itself. Both encompass challenges that place valid interests, such as efficiency and deliberation, into productive tension with one another. Applying Magdalene Lampert’s notion of “dilemma management” to teacher-researcher collaborations, we conduct a post-hoc analysis of negotiations in professional visions of equitable teaching between a researcher and a fifth-grade team of teachers in Hawai‘i. Using a formative peer observation system called Instructional Conversations for Equitable Participation (ICEP), this team used, questioned, and deviated from ICEP materials in their collaboration meetings to plan for and study equitable dialogic teaching practices in their mathematics lessons. Teachers appropriated, pushed back against, and adapted codes from ICEP observation rubrics to negotiate visions of equitable teaching that resonated with their students and the local context. We share implications for teacher-researcher collaboration and scaling and sustaining designs to assist rather than impose professional visions of equitable teaching.https://doi.org/10.1177/23328584251356502 |
| spellingShingle | Bryant Jensen Aliza Segal Taylor Topham Adam Lefstein Affirming and Extending Professional Visions of Equitable Teaching: Managing Dilemmas in Teacher-Researcher Collaboration AERA Open |
| title | Affirming and Extending Professional Visions of Equitable Teaching: Managing Dilemmas in Teacher-Researcher Collaboration |
| title_full | Affirming and Extending Professional Visions of Equitable Teaching: Managing Dilemmas in Teacher-Researcher Collaboration |
| title_fullStr | Affirming and Extending Professional Visions of Equitable Teaching: Managing Dilemmas in Teacher-Researcher Collaboration |
| title_full_unstemmed | Affirming and Extending Professional Visions of Equitable Teaching: Managing Dilemmas in Teacher-Researcher Collaboration |
| title_short | Affirming and Extending Professional Visions of Equitable Teaching: Managing Dilemmas in Teacher-Researcher Collaboration |
| title_sort | affirming and extending professional visions of equitable teaching managing dilemmas in teacher researcher collaboration |
| url | https://doi.org/10.1177/23328584251356502 |
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