Positioning Novice Teachers as Agents in Learning Teaching

Like the other contributors to this volume, we are interested in classroom talk and the role it plays in the learning of those who are talking. The “classroom” in our case is a professional education setting. The teachers in this classroom are teacher educators and the learners are novice teachers. We are interested in designing learning environments for novice teachers with attention to the ways in which they are entitled, expected, and obligated to act in and toward the work of teaching. We seek to position them as sense-makers in dialogue about the challenges of ambitious mathematics teaching, so they