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ABSTRACT
Using case study methodology, this study follows three elementary teachers transitioning from their teacher education programs through their first year of teaching. Guided by the tenets of Pose, Wobble, and Flow (P/W/F), a framework for examining teacher development, we explore participants’ learning and growth. Poses are conscious beliefs about teaching and learning that serve as touchstones guiding one’s practice. Wobble is a feeling of disequilibrium occurring when one’s existing poses are brought into question or when something unexpected challenges one’s poses. Finally, flow can be achieved when one persists through the wobble and regains equilibrium but with a deeper and more nuanced understanding of teaching and learning. Findings describe important poses held by each participant when they started teaching, experiences with wobble around these poses, and how they worked to resolve the wobble and work toward achieving flow. Implications include strategies to support preservice and beginning teachers’ work through the cycles of P/W/F.
Disclosure Statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Melissa Adams-Budde
Dr. Melissa Adams-Budde was an Assistant Professor at West Chester University of Pennsylvania, West Chester, PA, USA; Her professional interests included literacy and beginning teacher development.
Christy Howard
Dr. Christy Howard is an Assistant Professor at East Carolina University, her research interests include teacher education, culturally responsive instruction, and disciplinary literacy.
Claire Lambert
Dr. Claire Lambert is an Assistant Professor at High Point University; her research interests include teacher education, writing pedagogy, literacy theory, and teacher and student identity.
Joy Myers
Dr. Joy Myers is an Assistant Professor at James Madison University; her professional interests include early and elementary literacy, digital literacies and teacher research.