Addressing the need for practice-based teacher education to attend to context, we describe anticipations of a lesson as a case of approximations of practice that may anchor practice to its disciplinary context. After providing a general framework for how to think about anchoring practice in context we consider the StoryCircles process as an approximation of practice and illustrate the variability in anticipations of a lesson that can be generated by different StoryCircles. We use this variability to propose a conceptualization of lesson which is of particular value to practice-based teacher education.
Ⅰ. INTRODUCTION
Ⅱ. ATTENTION TO CONTEXT IN PRACTICE
Ⅲ. ANTICIPATIONS OF LESSONS IN StoryCircles
Ⅳ. WHAT QUALITIES DOES AN INITIAL REPRESENTATION OF A LESSON NEED TO HAVE TO SUPPORT ANTICIPATION?
Ⅴ. THE StoryCircles AND THEIR PARTICIPANTS
Ⅵ. HOW THE StoryCircles ANTICIPATED THE LESSON
Ⅶ. DISCUSSION: StoryCircles AND LESSONS
Ⅷ. CONCLUSION
CONFLICTS OF INTEREST
ACKNOWLEDGEMENTS
REFERENCES
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