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The power of improvisational teaching
ARTICLE

, Dept of Curriculum & Instruction, United States ; , , Wisconsin Center for Education Research, School of Education, United States

TATE Volume 48, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

In this study we examine how improvisation can facilitate understanding how teachers respond to children's multiple resources, interests, experiences, and skills in early childhood programs. Improvisation is conceptualized as a responsive, partnered activity through which teachers and children generate meaning and knowledge together. In our analysis we show improvisation is taken up differently in two classrooms and how it variably provides opportunities for learning. Two cases from a professional development program designed to support culturally and developmentally appropriate early mathematics are used to demonstrate the possibilities improvisation creates in era of increasing standardization of curriculum.

Citation

Graue, M.E., Whyte, K.L. & Karabon, A.E. (2015). The power of improvisational teaching. Teaching and Teacher Education: An International Journal of Research and Studies, 48(1), 13-21. Elsevier Ltd. Retrieved September 28, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.01.014

Keywords