An Empirical Example of Teacher Learning Inside Teacher Community

• In Event: 31.092 - Poster Session 5
  In Poster Session: 31.092-4 - Learning Sciences SIG Poster Session

Abstract

The research featured in this presentation documents the interactions of a group of high school mathematics teachers who collaborated daily on issues related to pedagogical and curricular reforms. Using a case study design and ethnographic methods, a teacher workgroup’s framings of a struggling student problem were analyzed alongside their participation patterns within their community of practice. Analysis showed that teachers’ framings of their struggling students became more complex over time, documenting broader notions of student capability and nuanced conceptions of collaborative teaching methods. This study contributes an empirical example of development within teacher community vis-à-vis frame analysis methods for studying teacher learning.

Author

• Nicole Alaine Bannister, Clemson University