Tracing Teacher Learning through Shifts in Discourses: The Case of a Mathematics Teacher

Abstract

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.

Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice

“…The teacher in our case had conducted an inquiry of own practice for 8 months where she did not exhibit any knowing about her practice for the first 5 months (Celebi Ilhan& Erbas, 2016). Soon after she declared a new understanding about participation into the mathematical classroom (practice)where she noted that she did not actually listen to her students for years and she should reconsider her role regarding listening to the students and to increase student participation.…”

The reproduction of inequality in Turkey: Power distribution in a primary class*

“…Later in 2005, the philosophy shift from Behaviorism to Constructivism of Ministry of National Education generated some changes in power share in classroom. Teachers who practiced constructivist education in their classes indicated a more democratic and participatory classroom ( İpekel, 2021;Çandar & S ¸ahin, 2013;Çelebi İlhan, 2013;Koç, 2006). However, teaching practice and classroom management has long been criticized for not being student-centered (Genç, 2021;Kutluer, 2021;Okumus ¸, 2021;Bayrak-Özmutlu, 2018;Incik & Tanrıseven, 2012;Maden, Durukan, & Akbas ¸, 2011).…”