Examining Learning Demands for Facilitators of Collaborative, Classroom-Based Mathematics Professional Development

• In Event: 66.059 - Poster Session 14
  In Poster Session: 66.059-2 - Mathematics in Teacher Education and Professional Development

Abstract

Collective, classroom-based professional development strategies have the potential to improve mathematics instruction, but we know very little about what facilitators of these experiences need to know and be able to do. This paper examines the learning demands for facilitators through the case of an experienced facilitator and the learning of a novice facilitator. The study builds on existing research suggesting that facilitator learning demands might include knowledge, practices, and visions related to mathematics content, instructional pedagogy, and supporting teacher collective learning. Findings suggest complex relationships between knowledge, practices, and visions of both instruction and teacher learning in experienced facilitation that need to be intentionally supported as novice facilitators learn how to lead collective, classroom-based professional development experiences for mathematics teachers.

Author

• Alison Fox, University of Washington - Seattle