Commonplace Intersections Within a High School Mathematics Leadership Institute

Abstract

This narrative inquiry weaves Schwab's commonplaces of curriculum and Clandinin, Pushor, and Murray Orr's narrative commonplaces through stories of conflict between a professional developer and 30 high school lead teachers. In her role as manager of a mathematics leadership institute situated between two urban public school districts and a partnering university in the mid-Southwestern United States, the inquirer describes how she and the professional developer learned how to deal with commonplace disconnections through reflective discourse around these experiences. The inquirer provides additional examples of deliberative enactment of curriculum through Schwab's commonplaces.

Chinese Preservice Teachers’ Perspectives of Mentoring Relationships in an International Learning Partnership

“…Instead, this reading of inquiry reflects a focus on respecting reciprocity and on balanced, nonhierarchal power dynamics. Schwab's approach has been employed to analyze relationships and relationality in teaching and teacher education, including in the work of Craig (2009), Kitchen (2020), andSack (2008), and this paper continues this research trajectory.…”

The Pedagogical Leadership of the Mathematics Faculty: A Systematic Review

“…As a consequence, they realized how leadership met those needs, based on professional development and collaboration. Similar, but considering the context and the profile of the students, was the research promoted by [16]. It presented the narrative of the professional experiences of a professional developer and thirty leading institute teachers within a training program.…”

“…The scientific articles analyzed in this work aimed to promote the professional development of teachers through internal measures. Some of these studies highlighted the implementation of leadership in schools, collaboration, or the creation of a climate of trust [10][11][12][13][14][15][16][17]. Other have carried out specific training programs to improve teaching [18][19][20][21][22].…”

“…(p. 344). For this reason, many of the studies included in this analysis addressed communities of practice [23] and professional learning communities [12,13,16] as an important aspect for teachers to improve their professional performance. For example, we found the article by Kezar and Gehrke [23], who, from the literature found, determined a series of characteristics that undergraduate faculties should possess if they wanted to become authentic communities of practice.…”