Using Reflection to Identify Dissonance, Consonance, and Interest in Teaching: Comparing Definitions and Stories to Resolve Conflict

摘要

This work-in-progress paper investigates how interest in teaching develops. Through a reflective process prompted by interview questions, study participants define teaching and share narratives about their teaching and learning experiences. By comparing participants' cognitive constructs of teaching with their descriptions of teaching as an action, we identify two emergent discourses: consonant discourses, in which theoretical and practical models of teaching are aligned, and dissonant discourses, in which definitions and actions are in tension with each other. Preliminary analyses indicate a connection between an observed interest in teaching and consonance, as well as between reflection and development of consonance.