This study presents a methodology for investigating teacher learning in and from practice based on discourses that are in constant flux and transformation. Conceptualizing teacher learning as a frame of meaning based on knowing and doing discourses, the ideas are illustrated through data collected from a secondary mathematics teacher conducting an inquiry of self-practice. Narrative analysis of the data from the teacher interviews was conducted along with classroom observations of the teacher's mathematical practice. The data supported that tracing shifts in teacher discourses enables to understand the connection between the teacher's past discourses and the present discourses when identifying teacher learning. It is concluded that tracking teacher learning through two complementary discourses of the teacher's instructional practice enabled a unification of individual and collective levels of the teacher learning by self-inquiry of own practice. Moreover, through the continuum of discourses, this study provided insights about the generation of new meanings through transformation of old meanings in the teacher learning.
As is well known, bridging teacher knowledge or learning with practice is not a straightforward task. This paper aims to explore this discrepancy between a mathematics teacher's knowing and practices and to offer ways of alignment between the two based on the social/interpersonal meanings and their realization through teacher's discourse. In this study, we utilized discourse analysis of interpersonal meanings within a high school mathematics class mainly by focusing on the mathematics teacher's discourse. We have found that an interpersonal meaning manifested by teacher's discourse establishes counterproductive social roles and relationships for the knowing/learning to come alive. We conclude that the realization of interpersonal meanings can hinder or support the generation of ideas within the classroom: both for teacher's knowing and student's mathematical meaning making.
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