The power of improvisational teaching
M. Elizabeth Graue, Dept of Curriculum & Instruction, United States ; Kristin Lyn Whyte, Anne Elizabeth Karabon, Wisconsin Center for Education Research, School of Education, United States
TATE Volume 48, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.