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1.
Over the past three decades, research and policy in many geographic regions has promoted a shift from direct, lecture-oriented mathematics instruction to inquiry-based, dialogic forms of instruction. While theory and research support dialogic instructional approaches, some have noted that the complexities of dialogic teaching make it difficult for teachers to implement. One mechanism by which teachers can improve their decision-making practices in dialogic classrooms is learning to notice (i.e. becoming aware of learners’ processes). While research has contributed frameworks for understanding how teachers notice individual learners’ mathematical thinking, there is little conceptualization regarding how teachers notice group processes in mathematics classrooms, which is integral to dialogic instruction. We offer a noticing framework termed professional noticing of coordinated mathematical thinking that describes how teachers notice group activity in mathematics classrooms. Professional noticing of coordinated mathematical thinking is conceptualized as a bi-dimensional process: noticing groups’ mathematical activity and noticing groups’ coordinated activity. Teachers must become aware of how groups approach the mathematical and collaborative nature of a task, since both of these aspects inform whether learners develop opportunities to learn in groups. The framework describes noticing practices integral to dialogic instruction and promotes inquiry for future research related to teaching moves in dialogic classrooms. 相似文献
2.
The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The data showed that teacher-centered collaborative activities to learn about mathematics teaching and learning (teacher collaboration and informal communication) seem to be more effective in improving student mathematics achievement than learning activities that do not necessarily involve such teacher-centered collaborative opportunities (professional development programs, university courses, individual learning activities). Teacher-driven research activities through professional conference presentation and participation were also found to be associated with student achievement growth in mathematics. The districts and schools may benefit from investing their professional development funds and resources in facilitating teacher-centered collaborative and research-based learning activities in order to improve student learning. 相似文献
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Julie Nicholson Sarah Capitelli Anna E. Richert Carrie Wilson Claire Bove 《The New Educator》2017,13(2):170-189
ABSTRACTWe examine how teacher leaders (TLs), working in a low-income urban elementary school, supported their colleagues to learn how to collect quality formative data and to discuss it in collaborative conversations in order to make their students’ learning visible. The TLs faced challenges reflecting consequences resulting from the district’s high stakes accountability policies restricting teachers’ agency with instructional decision-making and limiting their definitions of data as summative test scores. We document how the TLs worked to reframe teachers’ understanding of data to include evidence of student thinking and supported their colleagues to reclaim teaching as professional versus technical work. 相似文献
5.
This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers’ participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how collaborative inquiry influenced their self-efficacy in literacy instruction, instructional and assessment practices. Qualitative data sources included researchers’ anecdotal notes, teacher interviews, and professional learning blog conversations. Inductive analyses of the data generated six major themes comprising enhancements to teachers’ literacy instructional and assessment practices, which were evident in their adoption of the backward-design model, use of success criteria, and greater emphasis on diagnostic and formative assessment. With respect to teachers’ self-efficacy, data analyses also revealed increased levels of intrinsic motivation, professional satisfaction, and reflective practice. This study provides evidence for the transformative potential and characteristics of school-based teacher collaborative inquiry and the resultant impacts on teacher learning. 相似文献
6.
Mary E. Brenner Julie A. Bianchini Hilary A. Dwyer 《Journal of Science Teacher Education》2016,27(8):819-845
We investigated secondary science and mathematics teachers engaged in a two-and-a-half-year professional development effort focused on equity. We examined how teachers conducting research on their own instructional practices—a central learning strategy of the professional development project—informed and/or constrained their views related to three strands of equity: teachers and teaching, students and learning, and students’ families and communities. Data collected included recordings of professional development seminars and school-site meetings, three sets of individual interviews with teacher researchers, and drafts and final products of the classroom research teachers conducted. From our qualitative analyses of data, we found that most teachers addressed at least two of the three equity strands in researching their own practice. We also found that most transformed their understandings of teachers and students as a result of their teacher research process. However, teachers’ views of families and communities changed in less substantive ways. We close with recommendations for other researchers and professional developers intent on supporting science and mathematics teachers in using teacher research to work toward equity. 相似文献
7.
This longitudinal study examined the influence of prekindergarten teacher characteristics and classroom instructional processes during mathematical activities on the growth of mathematics learning scores in prekindergarten, kindergarten, and first grade. Participants attended state-funded and Head Start prekindergarten programs. Mathematical performance was measured in fall and spring in prekindergarten and spring in kindergarten and first grade using the Test of Early Mathematics Ability–3 (TEMA-3; Ginsburg & Baroody, 2003). Two dimensions of the Classroom Assessment Scoring System (CLASS; i.e., instructional learning formats and concept development; Pianta, La Paro, & Hamre, 2008) were scored based on observed classroom mathematics activities. Teachers provided information about their education and years of prekindergarten teaching experience. Research Findings: Instructional processes that included elements of the CLASS concept development dimension, such as discussions and brainstorming to encourage children’s understanding, were related to growth of mathematics scores. Neither teacher characteristics nor instructional processes of the CLASS instructional learning formats dimension, such as using different modalities and materials, and learning objectives, were related to growth of mathematics scores. Practice or Policy: The findings extend our understandings of how instructional processes impact children’s early mathematical performance. These findings may be helpful in increasing our understanding of the types of instructional processes that might be emphasized in teacher professional development specifically related mathematical activities. Professional development that focuses on the CLASS concept development dimension may be easier for teachers to remember and implement in their classrooms and, consequently, have a greater impact on mathematics learning. 相似文献
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Lynn T. Goldsmith Helen M. Doerr Catherine C. Lewis 《Journal of Mathematics Teacher Education》2014,17(1):5-36
How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? The question of how (and what) teachers learn lies at the crux of any effort to provide high-quality mathematics teaching for all students. This article reviews 106 articles written between 1985 and 2008 related to the professional learning of practicing teachers of mathematics. We offer a synthesis of this research, guided by Clarke and Hollingsworth’s (Teach Teach Educ 18(8):947–967, 2002) dynamic model of teacher growth. Their model emphasizes the recursive nature of teachers’ learning and suggests that growth in one aspect of teachers’ knowledge and practice may promote subsequent growth in other areas. We report the results in six major areas of teacher learning, identify several crosscutting themes in the literature, and make recommendations for future research aimed at understanding teachers’ professional learning. 相似文献
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P. Holt Wilson Paola Sztajn Cyndi Edgington Jere Confrey 《Journal of Mathematics Teacher Education》2014,17(2):149-175
In the past decade, research on learning trajectories has progressed from an agenda for research on student learning to include an agenda for research on teaching. In this paper, we use a design experiment to examine a professional development program created to support teacher learning of one learning trajectory. Using a re-interpretation of Ball and colleagues’ mathematics knowledge for teaching framework, we conducted a retrospective analysis to examine how a purposefully selected sample of three teachers used their knowledge to participate in discussions of the professional learning tasks designed to support teacher learning of the trajectory. Findings indicate that professional learning tasks focusing on pedagogical content knowledge present in learning trajectories also allow for teacher learning of subject matter knowledge; this learning is mediated by teachers’ prior mathematics knowledge for teaching. We conclude with considerations for researchers and professional developers seeking to support teachers in learning about learning trajectories. 相似文献
10.
As mathematics educators think about teaching that promotes students’ opportunities to learn, attention must be given to the
conceptualization of the professional development of teachers and those who teach teachers. In this article, we generalize
and expand the instructional triangle to consider different interactions in a variety of teacher development contexts. We
have done so by addressing issues of language for models of teachers’ professional development at different levels and by
providing examples of situations in which these models can be applied. Through the expansion of our understanding and use
of the instructional triangle we can further develop the concept of mathematics teacher development. 相似文献
11.
The purpose of this study is to examine the effect of teachers’ professional learning opportunities on instructional quality, which represents a combined approach of behaviorist, cognitivist, and constructivist principles in teaching. We incorporated professional learning communities (PLCs), professional development (PD) days, as well as 3 PD types (traditional, reform-based, and informal) to provide a comprehensive account of teachers’ professional learning opportunities. Using the extant large-scale data, the Teaching and Learning International Survey (TALIS), from 3,213 middle-school teachers in Turkey, we found that PLCs and reform-based PD activities produced statistically significant effects on instructional quality, ranging from high to moderate effects, all other PD variables held constant. Discussion on the results was centered on the schools for being a venue for professional learning and the potential of collaborative structures to promote teachers’ development. 相似文献
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This study investigates student teachers’ active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods’ impact student teachers’ professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they achieved during TE. Self-regulated and collaborative learning provided the theoretical framework for the active learning measurements. The professional competences included a wide range of teacher responsibilities in schools and society. The data were collected by a survey. A quantitative analysis utilising a regression analysis approach provided strong evidence that active learning has an impact on professional competences. A qualitative analysis further revealed that active knowledge creation with high engagement in learning tasks and a collaborative learning culture were important modes of active learning. While the study focused on two different TE systems, active learning was important in student teachers’ professional development in both contexts. 相似文献
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The study describes teachers' collective work in which they developed deeper understanding of their own students' mathematical thinking. Teachers at one school met in monthly workgroups throughout the year. Prior to each workgroup, they posed a similar mathematical problem to their students. The workgroup discussions centered on the student work those problems generated. This study draws on a transformation of participation perspective to address the questions: What do teachers learn through collective examination of student work? How is teacher learning evident in shifts in participation in discussions centered on student work? The analyses account for the learning of the group by documenting key shifts in teachers' participation across the year. The first shift in participation occurred when teachers as a group learned to attend to the details of children's thinking. A second shift in participation occurred as teachers began to develop possible instructional trajectories in mathematics. We focus our discussion on the significance of the use of student work and a transformation of participation view in analyzing the learning trajectory of teachers as a group. 相似文献
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While there is abundant research reporting the impact of Lesson Study as a professional development framework for qualified teachers, its potential within initial teacher education remains relatively unexplored. We present a particular model of formal Lesson Study which has been experienced annually for a decade by Irish pre-service primary teachers. This study examines the perceived effects on learning of this Lesson Study model on a large sample of pre-service primary teachers (N?=?225) who worked in 45 different lesson study groups over a 10 year period (2008–2017). Data analysis reveals that participants’ perceptions of learning fell within two distinct themes namely ‘An awakening regarding teacher content knowledge’ and ‘Cornerstones of learner-centred practice’, each of which consisted of rich inter-connected sub-themes. As a result of engaging in Lesson Study, participants report an increased awareness of the importance of deep content knowledge in addition to adopting a learner-centred approach to their practice. Participants also believed that Lesson Study enhanced their professional knowledge and skills in the curricular area of focus (mathematics, in this case). While this study focuses on self-report data, these opinions are fundamental given research which proposes that interventions will fail if participants judge them to be ineffective. 相似文献
15.
Park Rogers Meredith Berry Amanda Krainer Konrad Even Ruhama 《International Journal of Science and Mathematics Education》2021,19(1):167-180
The seven articles that comprise this Special Issue examine the professional growth of mathematics and science teacher educators across different contexts and different foci of who is the teacher educator being studied. Despite these differences, a common thread running throughout these seven articles is the need for learning to be situated in collaboration with others. In this final article, we examine the contribution of these articles through two perspectives: that of the collaborative contexts supporting the professional growth of mathematics and science teacher educators, and the role of disciplinary knowledge as part of the purpose for teacher educators’ professional growth. We notice that collaboration can take on very different structures in supporting teacher educators’ professional learning due to the different purposes and roles of the teacher educators in the studies. We also notice that while collaboration figures as an important component in all of the studies, the disciplinary specific aspects of collaboration, i.e., how collaboration might be negotiated differently by teacher educators in mathematics and science, is still not well understood. Overall, these articles provide important insights that help to shed new light on the complex and multifaceted nature of teacher educators’ learning and growth and provide productive avenues for future research.
相似文献16.
Susan Gomez Zwiep Babette M. Benken 《International Journal of Science and Mathematics Education》2013,11(2):299-324
This paper examines upper elementary and middle school teachers’ learning of mathematics and science content, how their perceptions of their disciplines and learning of that discipline developed through content-rich learning experiences, and the differences and commonalities of the teachers’ learning experiences relative to content domain. This work was situated within a larger professional development (PD) program that had multiple, long-term components. Participants’ growth occurred in 4 primary areas: knowledge of content, perceptions of the discipline, perceptions about the learning of the discipline, and perceptions regarding how students learn content. Findings suggest that when embedded within an effective professional development context, content can be a critical vehicle through which change can be made in teachers’ understandings and perceptions of mathematics and science. When participants in our study were able to move beyond their internal conflicts and misunderstandings, they could expand their knowledge and perceptions of content and finally bridge to re-conceptualize how to teach that content. These findings further indicate that although teachers involved in both mathematics and science can benefit from similar overall PD structures, there are some unique challenges that need to be addressed for each particular discipline group. This study contributes to what we understand about teacher learning and change, as well as commonalities and differences between teachers’ learning of mathematics and science. 相似文献
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Triantafillou Chrissavgi Psycharis Giorgos Potari Despina Bakogianni Dionysia Spiliotopoulou Vasiliki 《International Journal of Science and Mathematics Education》2021,19(1):21-37
This study explores teacher educators’ (TEs’) activity as they support mathematics and science teacher collaboration in co-designing and jointly implementing tasks. We view TEs’ activity through the lens of Activity Theory and expansive learning and draw evidence from data generated within the mascil project that linked mathematics and science teaching with workplace situations through inquiry-based teaching. We focus on five TEs’ actions and goals, use data from their professional development sessions with teachers and from the TEs’ interactions during their own meetings, and highlight the illuminating case of one teacher educator. We trace evidence indicating paths of actions followed by each Teacher Educator and look for indications of their professional learning. Our analysis reveals generic and content-focused actions. All TEs faced different kinds of contradictions and had difficulties handling them. In terms of professional learning, all TEs adapted their prior teacher education practices and appreciated the critical role of epistemological differences between the two disciplines.
相似文献18.
Although emerging consensus exists that practice-based approaches to teacher preparation assist in closing the distance between university coursework and fieldwork experiences and in assuring that future teachers learn to implement innovative research-based instructional strategies, little empirical research has investigated teacher learning from this approach. This study examines the impact of a video- and practice-based course on prospective teachers’ mathematics classroom practices and analysis of their own teaching. Two groups of elementary prospective teachers participated in the study—one attended the course and one did not. Findings reveal that the course assisted participants in making student thinking visible and in pursuing it further during instruction and in conducting evidence-based analyses of their own teaching. Conclusions discuss the importance of teaching these skills systematically during teacher preparation. 相似文献
19.
Borko Hilda Carlson Janet Deutscher Rebecca Boles Kelly L. Delaney Victoria Fong Alissa Jarry-Shore Michael Malamut James Million Susan Mozenter Suki Villa Anthony Muro 《International Journal of Science and Mathematics Education》2021,19(1):121-143
This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools. The university and district partners worked together to achieve the district’s mission of providing every student with high-quality instruction and equitable learning opportunities in mathematics by building the district’s capacity to conduct school-based PD for mathematics teachers. Given the power of school-based subject-specific PD for improving instructional quality, we worked with Teacher Leaders from participating schools to prepare and support them to lead PD workshops at their schools. In this paper, we examine how Teacher Leaders learn and adapt key elements of a PD model over three school years through the lenses of Prediger et al.’s Three-Tetrahedron-Model (2019) and the university’s Learning to Lead model. Over 3 years, we see that Teacher Leaders use the key structures of the PD model; make adaptations in response to school goals, interests, and priorities; and gain confidence in their work with colleagues. By viewing the adaptations through the lens of pedagogies of practice as well as the relationships illustrated by the 3-T model, this work offers insights into the complexities of teacher leadership development.
相似文献20.
This study measured and explored the relationships among elementary mathematics teachers’ skill in (a) determining what an item measures, (b) analyzing student work, (c) providing targeted feedback, and (d) determining next instructional steps. Twenty-three elementary mathematics teachers were randomly assigned to one of three conditions: analyzing items and student responses without rubrics, analyzing items and student responses with rubrics, or analyzing items and student responses with rubrics after watching a professional development program on providing feedback to students. Findings show there is a moderate to strong relationship between teachers’ abilities to analyze student responses to infer what a student knows and can do and their abilities to take action based on that information through either providing the student feedback or making appropriate instructional adaptations. Findings show it was relatively more difficult for teachers to provide feedback that was likely to move students forward in their learning than it was for them to analyze a student's response or to determine next instructional steps. No teacher skill differences associated with the different treatment conditions were found. 相似文献