Book Talk: Who is Learning? In What Context?..., with Lauren Gatti, Thursday, 12/14, 5-6pmTopic: Who is Learning? In What Context? To What End?: Re-centering Teacher Learning in and for Teacher Education
The debates in teacher preparation are loud and unending, whether they relate to federal policies or particular pathways to teaching. What often gets drowned in the din is attention to how people learn to teach, regardless of pathway. In this talk, Lauren Gatti will share central aspects of her research on teacher preparation, showing how approaching teacher preparation through the lens of teacher learning might us reframe the conversation in a way that places the novice teacher—and the varied resources they bring to the work of learning teaching--at the center.
Come hear Lauren Gatti discuss her recent book, Toward a Framework of Resources for Learning to Teach: Rethinking US Teacher Preparation (Palsgrave MacMillan, 2016), which "advances a new framework for learning to teach, using in-depth case studies to show how learning to teach―in any type of program―can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. In the last twenty years, debates in the field of teacher preparation have increasingly become paralyzing and divisive as rhetoric around the failure of university teacher preparation intensifies. The author addresses the historical and practical factors that animate these debates, arguing that novice teachers and teacher educators must understand the central conflicts in the field; however, the book also advances a way of approaching learning to teach that accounts for but does not get stuck at the level of programmatic designation. Using lively, in-depth case studies, the author shows how novice urban English teachers from two different teacher preparation pathways―a university-based program and an urban teacher residency―learn to teach within a policy context of high-stakes testing and 'college readiness.'"
-- Book Summary
Lauren Gatti is an assistant professor at the University of Nebraska, Lincoln. She holds a Masters in English from Loyola University of Chicago and a Ph.D. in Curriculum and Instruction from the University of Wisconsin, Madison. Prior to pursuing her doctoral work, she taught high school English in and around Chicago for 11 years. In 2013 she was awarded the Outstanding Dissertation Award from AERA’s Division K. Her book, Toward a Framework of Resources for Learning to Teach: Rethinking US Teacher Preparation was published in 2016 by Palgrave MacMillan.
Her current research, being conducted with Hilary Conklin of DePaul University and Kavita Kapadia Matsko at National Louis University in Chicago, is a longitudinal, comparative case study investigating two distinctive pathways that prepare secondary teachers to teach in underserved schools, housed within the same university. Specifically, this study is examining the differing features of a one-year pathway sponsored by the Chicago-based Urban Teacher Residency program, Academy for Urban School Leadership (AUSL) and DePaul University’s two-year university-based pathway, both of which lead to state licensure and a master’s degree. Gatti and colleagues are following graduates of each pathway into their first year of teaching in Chicago Public Schools to examine the effects of varying features of initial teacher preparation on beginning teachers’ learning, their practice, and their students’ perceptions of their learning. This research being funded by a Spencer Foundation Small Grant.
Lauren Gatti will be introduced by Daniel Friedrich, Associate Professor of Curriculum, Department of Curriculum and Teaching at Teachers College, Columbia University.
This book talk is cosponsored by the Department of Curriculum and Teaching.
Please rsvp by Tuesday, December 12th with your interest and details.
Where: 306 Russell
To request disability-related accommodations contact OASID at firstname.lastname@example.org, (212) 678-3689, (212) 678-3853 TTY, (646) 755-3144 video phone, as early as possible.