Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations: Relationships to Instructional Expertise

Horn, Ilana Seidel; Kane, Britnie Delinger

doi:10.1080/10508406.2015.1034865

Cited by 122 publications

(126 citation statements)

References 29 publications

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“…In particular, this study highlights how the particular strategies discussed here (complex phenomenon, iteration, leveraging variability) served as rich representations of practice that allowed teachers to surface tensions around engaging students with uncertainty and make sense of their own active role in supporting students to recognize and learn from uncertainty. That is, in this context, the strategies constituted sensemaking opportunities for teachers (Allen & Penuel, ; Horn & Kane, ). While similar strategies to those we developed are described elsewhere (e.g., Furtak, ; Harris et al., ; Kang et al., ) and have been the focus of PD in other domains (e.g., mathematics), they have not yet been described as an explicit focus for science PD, nor have teachers’ negotiation of their roles within these strategies been fully described.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers’ representations of practice in workgroups are of particular importance both as subjects of analysis and as opportunities for learning for the group (Hall & Horn, ). Important representations include how teachers describe and frame problems of practice; how they make their practice visible both retroactively in the form of replays and prospectively in the form of rehearsals ; and the stances on students, teaching, and disciplinary knowledge that they take in their talk (Bannister, ; Hall & Horn, ; Horn & Kane, ; Horn & Little, ).…”

Section: Introductionmentioning

confidence: 99%

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Supporting teachers to negotiate uncertainty for science, students, and teaching

2018

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This study addresses how to help elementary science teachers explore the uncertainty inherent in scientific activity and support elementary students to engage in more complex and authentic investigations. We describe a district partnership focused on understanding how to support elementary teachers to adapt curricula to promote science practices. We then present a close analysis of how teachers navigated ideas about uncertainty during their work exploring tools to adapt their curriculum. We argue that an essential aspect of the teachers' work was developing a more nuanced view of scientific uncertainty, including more precise goals for students' engagement in scientific activity and a repertoire of strategies for supporting students to engage with scientific uncertainty without unduly increasing uncertainty for teachers. We trace three strategies that appeared to help teachers negotiate and develop this more nuanced view: beginning with complex phenomena, iterating on investigations, and leveraging variability in students' ways of conducting investigations. The findings have implications for the design of professional development programs for elementary teachers, particularly the support that teachers might need to negotiate a nuanced set of teacher and student roles when seeking to engage students more authentically in science practices.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Supporting teachers to negotiate uncertainty for science, students, and teaching

2018

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“…We have also noted that a substantial proportion of participating schools chose not to follow the recommendation that pairs of teachers be nominated and so intervention teachers were often working alone. Research suggests that having in-school peer support for implementing change can be an important factor for ensuring success (Dudley 2012;Horn and Kane 2015), and this was clearly not available for many of our participants. However, once some successful practice has developed within a school, it becomes viable to draw on the internal expertise of teachers to support their colleagues.…”

Section: Appraising the Episteme Interventionmentioning

confidence: 97%

A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of theepiSTEMeintervention

Ruthven

Mercer

Taber

et al. 2016

Research Papers in Education

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“…Para describir las obligaciones profesionales en las cuales se enmarca el trabajo de los profesores de la ESTP se realizó un análisis de entrevistas semi-estructuradas (Merriam, 2009) y grupos focales de discusión (Horn & Kane, 2015) realizados a actores claves en el sistema en dónde se les consultó de las percepciones sobre sus estudiantes y las prácticas, concepciones e influencias de la enseñanza en ESTP. Los participantes de estas entrevistas fueron 8 directivos de instituciones de la ESTP, 13 profesores de matemáticas de un establecimiento y 4 expertos del MINEDUC y de organizaciones vinculados a la ESTP.…”

Section: Muestra Y Recolección De Datosunclassified

Influencia del contexto institucional en el trabajo de los profesores de matemáticas en la educación superior técnico-profesional en Chile

Droguett

Celis

2018

Estud. pedagóg.

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RESUMENLa tasa de deserción en primer año del sistema de educación superior técnico profesional (ESTP) en Chile es superior al 30%. Una de las principales razones académicas para el abandono es el aprendizaje y enseñanza de las matemáticas. Las instituciones entienden esto y proponen distintas políticas para mejorar estos indicadores. Sin embargo, es escasa la investigación sobre el efecto de estas iniciativas en los profesores de matemáticas en general. Este artículo busca entender la relación entre el contexto institucional y lo que sucede con los profesores de matemática en la ESTP, usando la perspectiva de las obligaciones profesionales y del hacer sentido. Mediante entrevistas y grupos de discusión de directivos y profesores, concluimos que las políticas institucionales no están pensadas para apoyar el trabajo del docente y en ocasiones traban un buen trabajo en aula. Este artículo discute estos resultados y plantea recomendaciones para el conjunto del sistema de ESTP.Palabras claves: enseñanza de la matemática, obligaciones profesionales, política institucionalABSTRACT First year dropout rates in the system of technical and vocational higher education (ESTP) in Chile is greater than 30%. One of the main reasons of this rate is the teaching and learning of mathematics. Institutions understand this and promote different policy in order to improve this indicator. However, there is little research on the effect of these initiatives on mathematics teachers in general. This article seeks to understand the relationship between the institutional context and what happens with mathematics teachers in ESTP, using the perspectives of professional obligations and sensemaking. Through interviews and group discussions with administrators and teachers, we found that institutional policy is not designed to support teachers' work and sometimes obstruct good classroom work. We discuss implications and recommendation for the whole ESTP system.

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Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations: Relationships to Instructional Expertise

Cited by 122 publications

References 29 publications

Supporting teachers to negotiate uncertainty for science, students, and teaching

Supporting teachers to negotiate uncertainty for science, students, and teaching

A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of theepiSTEMeintervention

Influencia del contexto institucional en el trabajo de los profesores de matemáticas en la educación superior técnico-profesional en Chile

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