Teacher Educators and Teachers Working Together in Professional Learning

• In Event: Joining the Pieces of the Tivaevae to Enact Strength-Based Mathematics Learning for Pasifika Students in Aotearoa New Zealand

Abstract

Teacher professional learning is essential to ensure quality teaching and learning (Borko, 2004). This is especially important in high poverty schools where the widening of the demographic gap between teachers (most often white, female, and middle class) and students (diverse in terms of ethnicity, culture, socioeconomic status, and language) is even more pronounced. We argue that to find a common meeting point and narrow the gap between the different groups requires that teachers and teacher educators adopt a stance of inquiry and a clear emphasis on community building and collaboration (Lerman & Zehetmeier, 2008).
In this presentation Freire’s (1970/2000) critical approach is used to analyse issues and challenges presented to teachers and teacher educators as they work together to construct equitable approaches to the teaching and learning of mathematics with Pāsifika students. Recognition that significant change emerges from dissonance at the collision of the two different sets of demographics and so what Zembylas (2015) describes as a pedagogy of discomfort: “the feeling of uneasiness as a result of the process of teaching and learning from/with others” (p. 170) is drawn on. This lens supports us to identify critical factors which support the reconstruction of classroom practices when teachers and teacher educators work together.
Situated in the Developing Mathematical Inquiry Communities [DMIC] reform project, we draw on three years of multiple sets of data including teacher interviews and written reflections, teacher educator interviews, and video recorded classroom episodes. Data analysis followed the principles of grounded theory (Strauss & Corbin, 1998). Initially we developed a series of codes which were further refined and grouped under themes. To deepen our analytical lens and to maintain a cultural focus we also drew on MaUa-Hodges’ (2000) Cook Island tivaevae theoretical model.
Some of the broad themes that emerged around community building and collaborations included: the role of Pāsifika values in shaping teacher educator/teacher interactions and classroom social norms; the challenges related to mixed ability grouping, using high level open-ended tasks, inquiry and mathematical practices; holding high expectations for all; and enacting culturally responsive practices.
This paper contributes to a growing body of literature around teacher professional learning but more importantly it contributes significant knowledge around how teacher educators and teachers can engage in professional learning as a substantively expanding educational opportunity for all.

Author

• Roberta Hunter, Massey University