Exploring Visioning as a Tool for Instruction

Authors

  • Seth Parsons College of Education and Human Development, Graduate School of Education
  • Sydney Merz College of Education and Human Development, Graduate School of Education
  • Leila Nuland College of Education and Human Development, Graduate School of Education

DOI:

https://doi.org/10.13021/G8TK5T

Keywords:

scholarship of teaching and learning, reflective teaching practice, self-regulated learning, student reflection

Abstract

This poster presentation highlights three complementary research studies that examined preservice and inservice teachers' visions for teaching. The studies applied Duffy's (2002) definition for teacher vision: "a personal stance on teaching that rises from deep within the inner teacher and fuels independent thinking" (p. 334). Accordingly, we have our students write vision statements articulating what they are passionate about as future and current educators. The theory is that this vision will allow them to persevere in the difficult and low-status profession of teaching (Duffy 2002). We have found that teachers' visions influence their teaching decisions. However, teachers' biases and classroom contexts can serve as obstacles to implementing research-based instructional practices. Whether teaching in a specific content area or working with culturally and linguistically diverse students, visioning provides educators with the opportunity to reflect and further acknowledge their students through an introspective approach of why one teaches. The results from the studies not only further our understanding of future and current PK-12 teachers, but also provide a reflective stance for those teaching in the academy to consider.

Author Biography

Seth Parsons, College of Education and Human Development, Graduate School of Education

**2016 GMU Teacher of Distinction**

Published

2014-09-18