Ambitious Teaching is a term that describes the active development of dispositions to engage self and peers in the on-going examination of instructional practice (see Teacher Education Researchers: Magdalen Lambert, David Carroll, etc.).
Novice classroom teachers are invited to consciously develop a role-responsive personal identity and repertoire of practices based upon the norms and expectations identified by our professional community. When we engage this on-going process with peers, reflecting upon and refining our practice with children, their families, and our colleagues, we are practicing ambitious teaching!
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