Mia feedback

Mia feedback Hi Mia, 

I felt very inarticulate in RAC, so I thought I’d write a bit to see if I could find what I was feeling. First, I didn’t mean my agreement with Ryan to come across as saying this paper is weak, so much as I felt like that’s a perspective that will be prevalent in your readership, so it’s important to keep in mind. I think Finding 1 is doing a good job now of making points and backing them up using code frequency—showing that patterns were widely-distributed. I think Deb’s point about showing your grounded process is also important. 

Yasmin asked you to put the findings in dialogue with each other, so they feel holistic, rather than just a bunch of things. One direction I was thinking about: Are there links between findings 1 & 2? (Was there a sort of metacognition on the part of teachers, realizing they were learning by accessing lots of resources, and that their students could do this too?) In finding 3, did the teachers construct new understandings of CS through teaching the unit? (I think this is what you’re saying.) This could speak back to the introductory observation that PD sometimes figures teacher learning in terms of transmission. 

-Chris

Part of pedagogical content knowledge is a reworking, or a situating of the content knowledge. Knowing what matters to you about the subject, and that you’re defining that rather than taking it as