![]() This study is based on the premise that Three Problems of Practice promote particular ways of seeing and doing which compel teachers to see narrow categories of children. ![]() IRV stands for, not only those qualities that are innate or long-term, but also circumstances that may be punctual, or of short-duration (including the child’s relationship with their teacher), and that either provide affordances or prevent learning from occurring if a teacher- lead action does not take place. IRV is used to represent competencies and circumstances that impact teaching and learning, while allowing for overlap and gradation. Instructionally Relevant Variation (IRV) is conceptually related to notions of pedagogy, characteristics of students and the mediating spaces between students and teachers, and indicates a set of qualities, or markers, that is fluid and all encompassing. This dissertation thesis describes a research inquiry that took place at a large Midwestern University, in the Fall semester of 2009, is comprised of three case studies, and attempts to respond to the question: “How do prospective teachers perceive, think about, and respond to the instructionally relevant variation of their students”. ![]()
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