Reflective states associated with creating inquiry‐based mathematical discourse

Breyfogle, M. Lynn

doi:10.1080/13450600500083915

Cited by 7 publications

(6 citation statements)

References 14 publications

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“…The concept of agency as capacity and competency also incorporates the concept of an active engagement process (Guskey, 2002). Thus, teacher professional growth occurs when there are opportunities for critical reflection upon significant professional experiences (Breyfogle, 2005; Llinares and Krainer, 2006). Again, peer coaching addresses the idea of actively contributing to teacher agency by providing teachers with the tools and opportunities for developing their teaching competencies.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Their growth mindset and trust in the process is reflected in the “What do you think I should do?” questions that were asked of each other. These are the types of professional questions and dispositions which are reflected in effective teachers (Breyfogle, 2005; Stronge, 2018). Peer coaching supports the development of these types of effective teaching practices (Kohler et al , 1997).…”

Section: Conclusion: Implications Limitations and Recommendationsmentioning

confidence: 99%

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Peer coaching in a school in Cairo, Egypt

Sider

2019

IJMCE

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Purpose The purpose of this paper is to examine how peer coaching was introduced in one school in Egypt and to identify barriers and opportunities for successful implementation. Design/methodology/approach The methodology included semi-structured interviews with eight teachers, participant observation of their classes and meetings, and three focus group meetings with teachers and school administrators. Findings Ladyshewsky’s (2017) five key aspects of peer coaching are considered in the findings: establishing peer partners, building trust between the partners, identifying specific areas to target for learning, training on non-evaluative questions and feedback, and supporting each other as new ideas are attempted. Each aspect of these is reviewed in light of the implementation process in the school. Practical implications The study provides practical suggestions for teachers and school administrators that include considerations for implementation. Numerous connections are made to research on peer coaching that is relevant to the implementation of peer coaching in schools in Egypt and other countries in the Global South. Originality/value The study provides an examination of the implementation of peer coaching in a school in Egypt. Thus, it contributes to the limited literature on peer coaching in the Global South. The discussion and conclusion sections consider further questions and research opportunities for effective practices in peer coaching in international contexts.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conclusion: Implications Limitations and Recommendationsmentioning

confidence: 99%

Peer coaching in a school in Cairo, Egypt

Sider

2019

IJMCE

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“…Community of Practice is viewed as the key to coordinate the contradiction between their beliefs and practices [12], [13]. According to Loughran [14], reflection and reflective practices have importantly potential influence on problems happened in practices.…”

Section: Research On Different Teacher Groups' Levels Of Reflection Imentioning

confidence: 99%

Research on Different Teacher Groups' Levels of Reflection in Teachers' Online Community of Practice

Wang

2014

2014 International Conference of Educational Innovation Through Technology

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In order to obtain the development and change of teachers' levels of reflection in teachers' online community of practice (TOCP), content analysis, video case analysis and statistical analysis methods were adopted to study 120 teachers (40 novice teachers, 40 key teachers, and 40 experienced teachers) from eight participating schools during three phases in one academic year. The development and change of different teacher groups' levels of reflection were found respectively. It was concluded that TOCP had improved different teacher groups' levels of reflection, especially for novice teachers, which meant that TOCP could support teachers' professional learning and development.

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“…This demonstrates the need for reflective and relevant professional development (Darling-Hammond et al, 2009;Hill, 2009). Careful and critical reflection upon significant professional development experiences is fundamentally important to teacher growth (Breyfogle, 2005;Llinares & Krainer, 2006). The course provided participants with a mechanism to consider that they could be part of the effort to raise awareness around education in the global context.…”

Section: Professional Development Leading To Teacher Changementioning

confidence: 99%

“My classroom is a bigger place”: Examining the Impact of a Professional Development Course on the Global Perspective of Experienced Teachers

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Ashun

2013

cie-eci

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How do experienced teachers develop a global perspective through a professional development course and how can this perspective impact classroom practice? These are the two key questions which this paper examines. We utilize Guskey’s (2002) model of teacher change as a framework for understanding the results of a study involving experienced teachers who took a professional development course which had a focus on global education. The participants engaged in a number of activities four months after the completion of the course to explore how the course had impacted their classroom teaching practice. Common themes were identified through participant reflective papers and questionnaire-responses which gave insight into what the participants felt were key aspects of learning in the enhancement of their global perspective. The paper provides an opportunity to consider Guskey’s (2002) model for teacher change, particularly the sequence with which teacher attitudes and beliefs change. As well, we discuss how teachers’ commitment to global citizenship can be shaped and how this might impact classroom practice.

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Reflective states associated with creating inquiry‐based mathematical discourse

Cited by 7 publications

References 14 publications

Peer coaching in a school in Cairo, Egypt

Peer coaching in a school in Cairo, Egypt

Research on Different Teacher Groups' Levels of Reflection in Teachers' Online Community of Practice

“My classroom is a bigger place”: Examining the Impact of a Professional Development Course on the Global Perspective of Experienced Teachers

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