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Affirming and Extending Professional Visions of Equitable Teaching: Managing Dilemmas in Teacher-Researcher Collaboration

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Title: Affirming and Extending Professional Visions of Equitable Teaching: Managing Dilemmas in Teacher-Researcher Collaboration
Language: English
Authors: Bryant Jensen (ORCID 0000-0001-5016-9216), Aliza Segal (ORCID 0000-0002-9135-4642), Taylor Topham, Adam Lefstein
Source: AERA Open. 2025 11(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Sponsoring Agency: Department of Education (ED)
Contract Number: S362A210107
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Educational Research, Partnerships in Education, Equal Education, Grade 5, Elementary School Teachers, Educational Researchers, Mathematics Instruction, Hawaiians, Observation, Scoring Rubrics, Teacher Attitudes
Geographic Terms: Hawaii
ISSN: 2332-8584
Abstract: Learning to teach equitably is as knotty as equitable teaching itself. Both encompass challenges that place valid interests, such as efficiency and deliberation, into productive tension with one another. Applying Magdalene Lampert's notion of "dilemma management" to teacher-researcher collaborations, we conduct a post-hoc analysis of negotiations in professional visions of equitable teaching between a researcher and a fifth-grade team of teachers in Hawai'i. Using a formative peer observation system called Instructional Conversations for Equitable Participation (ICEP), this team used, questioned, and deviated from ICEP materials in their collaboration meetings to plan for and study equitable dialogic teaching practices in their mathematics lessons. Teachers appropriated, pushed back against, and adapted codes from ICEP observation rubrics to negotiate visions of equitable teaching that resonated with their students and the local context. We share implications for teacher-researcher collaboration and scaling and sustaining designs to assist rather than impose professional visions of equitable teaching.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494884
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Bryant+Jensen%22">Bryant Jensen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5016-9216">0000-0001-5016-9216</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aliza+Segal%22">Aliza Segal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9135-4642">0000-0002-9135-4642</externalLink>)<br /><searchLink fieldCode="AR" term="%22Taylor+Topham%22">Taylor Topham</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+Lefstein%22">Adam Lefstein</searchLink>
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  Data: Learning to teach equitably is as knotty as equitable teaching itself. Both encompass challenges that place valid interests, such as efficiency and deliberation, into productive tension with one another. Applying Magdalene Lampert's notion of "dilemma management" to teacher-researcher collaborations, we conduct a post-hoc analysis of negotiations in professional visions of equitable teaching between a researcher and a fifth-grade team of teachers in Hawai'i. Using a formative peer observation system called Instructional Conversations for Equitable Participation (ICEP), this team used, questioned, and deviated from ICEP materials in their collaboration meetings to plan for and study equitable dialogic teaching practices in their mathematics lessons. Teachers appropriated, pushed back against, and adapted codes from ICEP observation rubrics to negotiate visions of equitable teaching that resonated with their students and the local context. We share implications for teacher-researcher collaboration and scaling and sustaining designs to assist rather than impose professional visions of equitable teaching.
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  Data: EJ1494884
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      – Text: English
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        PageCount: 19
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      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Partnerships in Education
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      – SubjectFull: Equal Education
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      – SubjectFull: Grade 5
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Educational Researchers
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Hawaiians
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      – SubjectFull: Observation
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      – SubjectFull: Scoring Rubrics
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Hawaii
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