Abstract
Using a framework for responsive teaching as the theoretical foundation, this study examines ways teacher educators mediate teachers' transfer of responsive teaching. Guided by Bransford & Schwartz (1999) in defining transfer as preparation for future learning, our research explored teachers' transfer of learning as the teachers developed self-extending systems (Clay, 1991, 2001) as responsive literacy specialists. The intensive teaching of one student and the accompanying instructional tools used in the Literacy Lab fostered the development of responsive teaching in a variety of ways. Primary data sources included videotaped lessons, community conversations, and reflective essays. Analysis of the data revealed three elements that mediated transfer: intentionality, enactment, and articulation. Since transfer of responsive teaching does not happen automatically for all teachers, this study discusses the centrality of intentionally creating a range of spaces to enact and articulate transfer.
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