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- W4322754510 endingPage "104011" @default.
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- W4322754510 abstract "Situated within a multi-site project, this collaboration was designed to make it possible for teachers and teacher educators to be in the moment-to-moment of classroom practice together through a professional learning design called Learning Labs (LLs) (Ghousseini, Kavanagh, Dutro, & Kazemi, 2021). This article examines one LL and draws on a queer lens to consider how the LL design supports teachers and teacher educators in collective sensemaking in discussions of gender and sexuality. The authors discuss how the LL design for collaborative professional learning challenges, or queers, some of the entrenched norms of professional learning. This analysis illustrates how ongoing movement across sensemaking within content and process, as well as the LL design and structure, worked to decenter certainty in ways that were significant to teachers’ and teacher educators' ongoing sensemaking." @default.
- W4322754510 created "2023-03-03" @default.
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- W4322754510 date "2023-05-01" @default.
- W4322754510 modified "2023-10-09" @default.
- W4322754510 title "Movement between content and process in teachers’ collective sensemaking about discussions of gender and sexuality in elementary classrooms" @default.
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- W4322754510 doi "https://doi.org/10.1016/j.tate.2022.104011" @default.
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