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Action in Teacher Education

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Teachers -- In-service training, Education, Teachers -- Training of


This study examines the process of teacher learning in the context of highly responsive, ongoing professional development centered on classroom talk around texts. A classroom teacher and a university researcher met weekly to view, analyze, and discuss videos of reading instruction recorded in the teacher's fifthgrade classroom. The professional development sessions were framed as teacherdriven action research. This paper traces the evolution of the intensive professional development activity across one semester and describes the process by which the teacher-researcher appropriated practical and conceptual tools for facilitating class discussions of texts. Results highlight the value of positioning teachers as intellectually capable and honoring their agendas for professional development. Insights are offered regarding a model of professional development that can support teacher agency, address local problems of practice, and simultaneously leverage professional developer expertise to build both new practices and new concepts that can be used to solve novel problems.


This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in Action in Teacher Education 2013 [copyright Taylor & Francis], available online: The manuscript is embargoed until July 2014.

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