Teaching experiments and professional development

Norton, Anderson; McCloskey, Andrea

doi:10.1007/s10857-008-9076-x

Cited by 23 publications

(13 citation statements)

References 16 publications

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“…Besides shared reflection, he or she needs the benefit of support which is specifically oriented to their teaching context. We agree with Norton and McCloskey (2008) that more explicit support is required to help teachers manage constraints, and far more in the case of novice teachers. Additionally, with respect to the role in professional development played by the participants, a variety of profiles is to be valued for the different forms of contribution and authority they bring to the group.…”

Section: Discussionsupporting

confidence: 73%

“…This change in attitude towards the utterances of the others emphasised a newly acquired understanding of her own practice, giving her the confidence to make her own decisions about it. It would seem that Julia develops insight into students' difficulties with mathematics and this insight influences her classroom practice (similarly to the case reported in Norton and McCloskey (2008) concerning students' mathematics).…”

Section: Discussionsupporting

confidence: 54%

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Mathematics teacher change in a collaborative environment: to what extent and how

Muñoz-Catalán

Carrillo

Climent

2010

J Math Teacher Educ

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This article reports on a study into how collaborative contexts influence the professional development of an early-career primary teacher, Julia. We describe the process of change by which Julia manages to make her planning to teach mathematics more flexible so as to adapt to student difficulties, and we analyse the role that joint reflection plays in promoting this change. In order to understand the how of this influence, we carried out an analysis of the interactions within the group from Julia's point of view, following a dialogical approach to discourse. We believe that it is in and through the interactions that Julia constructs her interpretation of the opinions, critiques and suggestions expressed. This interpretation conditions the extent of her involvement and moulds the influence of the context on her professional development. The presence of skilled collaborators (Day, 1993) proved decisive in promoting this development.KEY WORDS: professional development, teacher change, collaborative environments, early-career primary teacher, interactions, dialogical approach to discourse, mathematics education.

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Section: Discussionsupporting

confidence: 73%

Section: Discussionsupporting

confidence: 54%

Mathematics teacher change in a collaborative environment: to what extent and how

Muñoz-Catalán

Carrillo

Climent

2010

J Math Teacher Educ

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“…Other learning about specific teaching included, for example, improved questioning (Norton and McCloskey 2008) and sequencing mathematical tasks (Huang, Su, and Xu 2014).…”

Section: Teachers' Knowledge and Thinkingmentioning

confidence: 99%

ICME international survey on teachers working and learning through collaboration: June 2016

Robutti

Cusi

Clark-Wilson

et al. 2016

ZDM Mathematics Education

100

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“…In contrast, professional development can also be completely expert driven. In between these extremes, there are various forms of collaboration between researchers and teachers that lead to enhanced expertise, such as co-teaching (Roth, Tobin and Zimmermann, 2002), action research (Jaworski, 1998), learning studies (Ling Lo, Marton, Fai Pang and Yan Pong, 2004), teacher development experiments (Simon, 2000), teaching experiments (Norton and McCloskey, 2008) and design research (Brown, 1992;Collins, 1992;Gravemeijer and Cobb, 2006).…”

Section: Introductionmentioning

confidence: 99%

A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom

Smit

Eerde

2011

ZDM Mathematics Education

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In this paper, we argue that dual design research (DDR) is a fruitful way to promote and trace the development of a mathematics teacher's expertise. We address the question of how a teacher participating in dual design research can learn to scaffold students' development of the language required for mathematical learning in multilingual classrooms. Empirical data were collected from two teaching experiments (each with 8 lessons, and 21 and 22 students, aged 11-12 years), for which lesson series about line graphs were co-designed by the researchers and the teacher. The teacher's learning process was promoted (e.g. by conducting stimulated recall interviews and providing feedback) and traced (e.g. by carrying out 5 pre-and post-interviews before and after the teaching experiments). An analytic framework for teachers' reported and derived learning outcomes was used to analyse preand post-interviews. The teacher's learning process was analysed in terms of changes in knowledge and beliefs, changes in practice and intentions for practice. Further analysis showed that this learning process could be attributed to the characteristics of dual design research, for instance the cyclic and interventionist character, the continuous process of prediction and reflection that lies at its heart, and the process of co-designing complemented with stimulated recall interviews.

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Teaching experiments and professional development

Cited by 23 publications

References 16 publications

Mathematics teacher change in a collaborative environment: to what extent and how

Mathematics teacher change in a collaborative environment: to what extent and how

ICME international survey on teachers working and learning through collaboration: June 2016

A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom

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