Developing knowledge-in-action with a learning progression: Sequential analysis of teachers' questions and responses to student ideas
Abstract Researchers have argued that teachers' knowledge can be evidenced by the ways they elicit and respond to student ideas. We analyze data from a four-year study of nine high school teachers who designed formative assessment tasks and learned about student thinking with a learning progression for natural selection. We coded teacher questions, student responses, and teacher feedback in classroom videos collected across four years. Through sequential analysis, we found that teachers came to ask more questions that elicited student ideas, and also became more likely to respond to student ideas with pushing feedback at the end of the study.