Analyzing teacher learning in a community of practice centered on video cases of mathematics teaching

2020 ◽  
Author(s):  
Youngjun Kim ◽  
Victoria D. Bonaccorso ◽  
Mustafa M. Mohamed ◽  
Helene S. Leonard ◽  
Joseph DiNapoli ◽  
...  
Keyword(s):  
Teacher Learning ◽  
Community Of Practice ◽  
Mathematics Teaching ◽  
Video Cases

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

scholarly journals Restructuring mathematics teaching | learning: Co-teaching as a designed approach to teachers' collaborative inquiry

2021 ◽  
Author(s):  
◽  
Raewyn Eden
Keyword(s):  
Teacher Learning ◽  
Professional Learning ◽  
Mathematics Teaching ◽  
Participatory Design ◽  
Collaborative Inquiry ◽  
Mathematics Learning ◽  
Student Thinking ◽  
Teacher Interviews ◽  
Teaching Learning ◽  
Teaching Inquiry

<p>This study explores how participation in collaborative inquiry opens space for an expanded set of understandings and practices for mathematics teaching | learning. It examines the affordances of collaborative inquiry to promote, or constrain, teacher learning in the context of teachers’ day to day work.  Sociocultural perspectives underpin the study whereby professional learning is presumed to be situated in the social and cultural contexts of teachers’ work. A survey of the literature supports the assumption that persistent underachievement in mathematics for some groups of learners requires shifts in what teachers know and can do and reveals the importance of collaboration and inquiry for teacher learning.  The study involved a participatory, design-based approach underpinned by an authentic and appreciative inquiry stance. Design-based research was chosen for its proximity to practice and its focus on connections between the enactment of learning designs and outcomes of interest. The research was iterative and cyclical whereby the researcher worked with a group of four teachers in one New Zealand primary school to design, implement and refine an approach to teachers’ collaborative inquiry. A range of data were gathered during a 6-month collaboration, including from teacher interviews, classroom observations and three-weekly group meetings. The analysis took a pragmatic and multi-theoretical approach to examine what it meant to design and enact teachers’ collaborative inquiry. Cultural-historical activity theory (CHAT) was employed to capture the complexity of the teachers’ collaborative inquiry activity and to analyse and interpret the contradictions that arose.  A key finding was that a co-teaching inquiry approach fostered conditions that afforded teachers’ expanded access to and depth of engagement with new, and often dissonant, practice ideas. Through co-teaching, mathematics teaching | learning was restructured within three interconnected fields of practice: the teachers’ enacted practice, their talk about practice, and their noticing of student thinking within practice. The co-teaching inquiry activity was increasingly directed at a collective purpose; involved an interplay of risk and trust; supported shifts in teachers’ roles and responsibilities; and allowed teachers to constantly renegotiate the goals of their shared activity. The co-teaching arrangement disrupted practice whereby teachers’ actions served as minor interruptions to each other’s practice and thus became a resource for teacher learning. Opportunities to engage deeply with one another’s practice opened space for an expanded set of actions for each of the teachers in their own practice.  This thesis adds nuanced understandings of the interrelated roles of collaboration and inquiry in improving teaching. It contributes to the growing body of literature exploring co-teaching arrangements for teacher learning, in this case in the previously under-examined context of teachers’ collaborative inquiry for their ongoing professional learning. It offers insights into how co-teaching might support teachers to enact new and challenging pedagogies aimed at addressing the persistent and considerable challenges posed by an ethical imperative to promote mathematics learning for diverse (all) students. Participating in the co-construction of a design for their collaborative inquiry enabled teachers to restructure their work and expand the possibilities for their individual and collective practice. It allowed teachers to reconstruct their identities from the lone operator whose professional reputation needs protection from exposure of any weaknesses in their mathematics knowledge or practice, to a learner whose naïve questions and gaps in practice served as a resource for all in their learning.</p>

scholarly journals Ações da formadora e a dinâmica de uma comunidade de prática na constituição/mobilização de TPACK Actions of professor and the dynamics of a community of practice in the constitution/mobilization of TPACK

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Márcia Cristina De Costa Trindade Cyrino ◽  
Loreni Aparecida Ferreira Baldini
Keyword(s):  
Qualitative Research ◽  
Community Of Practice ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Digital Technologies ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Mutual Engagement ◽  
Education Process

O objetivo do presente artigo é identificar as ações da formadora e a dinâmica de uma Comunidade de Prática de Formação de Professores de Matemática - CoP- FoPMat que contribuíram para constituição/mobilização de Conhecimentos Tecnológicos e Pedagógicos do Conteúdo – TPACK. Para tanto, foi realizada uma investigação qualitativa de cunho interpretativos da prática dessa comunidade no empreendimento de discutir modos de integrar o software GeoGebra no ensino de matemática. Os resultados evidenciaram que as ações da formadora e a dinâmica da CoP promoveram o engajamento mútuo de seus membros no processo de formação, a constituição de um repertório específico que fomentou a construção/mobilização de conhecimentos necessários para integração tecnologias digitais no ensino de Matemática.The purpose of this article is to identify the actions of the professor and the dynamics of a Community of Practice of Mathematics Teachers Education - CoP-FoPMat that contributed to the constitution/mobilization of Technological Pedagogical Content Knowledge - TPACK. Therefore, a qualitative research of interpretation nature of practice episodes of this community in the project to discuss ways of integrating GeoGebra software in mathematics teaching was done. The results showed that the actions of the professor and dynamics of CoP promoted the mutual engagement of its members in the education process, the establishment of a specific repertoire that fomented the construction/mobilization expertise to integrate digital technologies in mathematics education.

scholarly journals Restructuring mathematics teaching | learning: Co-teaching as a designed approach to teachers' collaborative inquiry

2021 ◽  
Author(s):  
◽  
Raewyn Eden
Keyword(s):  
Teacher Learning ◽  
Professional Learning ◽  
Mathematics Teaching ◽  
Participatory Design ◽  
Collaborative Inquiry ◽  
Mathematics Learning ◽  
Student Thinking ◽  
Teacher Interviews ◽  
Teaching Learning ◽  
Teaching Inquiry

<p>This study explores how participation in collaborative inquiry opens space for an expanded set of understandings and practices for mathematics teaching | learning. It examines the affordances of collaborative inquiry to promote, or constrain, teacher learning in the context of teachers’ day to day work.  Sociocultural perspectives underpin the study whereby professional learning is presumed to be situated in the social and cultural contexts of teachers’ work. A survey of the literature supports the assumption that persistent underachievement in mathematics for some groups of learners requires shifts in what teachers know and can do and reveals the importance of collaboration and inquiry for teacher learning.  The study involved a participatory, design-based approach underpinned by an authentic and appreciative inquiry stance. Design-based research was chosen for its proximity to practice and its focus on connections between the enactment of learning designs and outcomes of interest. The research was iterative and cyclical whereby the researcher worked with a group of four teachers in one New Zealand primary school to design, implement and refine an approach to teachers’ collaborative inquiry. A range of data were gathered during a 6-month collaboration, including from teacher interviews, classroom observations and three-weekly group meetings. The analysis took a pragmatic and multi-theoretical approach to examine what it meant to design and enact teachers’ collaborative inquiry. Cultural-historical activity theory (CHAT) was employed to capture the complexity of the teachers’ collaborative inquiry activity and to analyse and interpret the contradictions that arose.  A key finding was that a co-teaching inquiry approach fostered conditions that afforded teachers’ expanded access to and depth of engagement with new, and often dissonant, practice ideas. Through co-teaching, mathematics teaching | learning was restructured within three interconnected fields of practice: the teachers’ enacted practice, their talk about practice, and their noticing of student thinking within practice. The co-teaching inquiry activity was increasingly directed at a collective purpose; involved an interplay of risk and trust; supported shifts in teachers’ roles and responsibilities; and allowed teachers to constantly renegotiate the goals of their shared activity. The co-teaching arrangement disrupted practice whereby teachers’ actions served as minor interruptions to each other’s practice and thus became a resource for teacher learning. Opportunities to engage deeply with one another’s practice opened space for an expanded set of actions for each of the teachers in their own practice.  This thesis adds nuanced understandings of the interrelated roles of collaboration and inquiry in improving teaching. It contributes to the growing body of literature exploring co-teaching arrangements for teacher learning, in this case in the previously under-examined context of teachers’ collaborative inquiry for their ongoing professional learning. It offers insights into how co-teaching might support teachers to enact new and challenging pedagogies aimed at addressing the persistent and considerable challenges posed by an ethical imperative to promote mathematics learning for diverse (all) students. Participating in the co-construction of a design for their collaborative inquiry enabled teachers to restructure their work and expand the possibilities for their individual and collective practice. It allowed teachers to reconstruct their identities from the lone operator whose professional reputation needs protection from exposure of any weaknesses in their mathematics knowledge or practice, to a learner whose naïve questions and gaps in practice served as a resource for all in their learning.</p>

We're in TITLE to Dream: Envisioning a Community of Practice, The Intraplanetary Teacher Learning Exchange

2000 ◽  
Vol 3 (1) ◽  
pp. 25-39 ◽  
Author(s):  
Curtis J. Bonk ◽  
Noriko Hara ◽  
Vanessa Dennen ◽  
Steve Malikowski ◽  
Lauren Supplee
Keyword(s):  
Teacher Learning ◽  
Community Of Practice

scholarly journals The Iglu and the Tent: Centring the Northern Voice in Mathematics Teaching

in education ◽  
2019 ◽  
Vol 25 (1) ◽  
pp. 96-104
Author(s):  
Fok-Shuen Leung
Keyword(s):  
Faculty Member ◽  
Community Of Practice ◽  
North American ◽  
Mathematics Teaching ◽  
Personal Experience ◽  
The South ◽  
Academic Literature ◽  
The North ◽  
Implied Meaning ◽  
Large Research

This work was inspired by conversations with a community of practice based at Nunavut Arctic College in Iqaluit, including Andrea Burry, Maryse Cohen, Goota Jaw, Kaviq Kaluraq, and Gloria Uluqsi. The author gratefully acknowledges their contributions, as well as theindispensable contribution of the land itself.We outline the broad epistemic tendencies of Inuit and Qallunaaq[i] teaching, in the context of a faculty member in the Mathematics department of a large, research-oriented Qallunaaq university. We argue that, against the recommendations of academic literature, historical support and personal experience, the South maintains a position of strong cultural assertiveness. Finally, we propose two shifts in position, aimed at protecting the North and learning from it, that centre the Inuit voice.[i] While Qallunaaq simply means “non-Inuit” (the noun is Qallunaat), the implied meaning here, as in common usage, is “settler Canadian” or “settler North American”.

Video cases for teacher learning

2002 ◽  
Author(s):  
Greg Shrader ◽  
Barry Fishman ◽  
Sasha Barab ◽  
Kevin O'Neill ◽  
Gary Oden ◽  
...  
Keyword(s):  
Teacher Learning ◽  
Video Cases
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