Teacher Reflection on Problems of Practice Guiding Inquiry Into Teacher Learning

• In Event: 64.055 - Teacher Discourse, Reflection, and Noticing as Windows Into Teacher Learning

Abstract

This paper examines two case studies employing similar methodologies for analyzing teacher learning and change. The studies are situated in two distinct communities of practice in the disciplines of history and mathematics education and describe the analysis of each teacher’s individual reflections on self-identified problems of practice. In both cases, the teachers aimed to move from more traditional, transmission models of teaching to inquiry approaches that align with the practices valued by their respective communities. This paper describes the similar methodologies and explores their potential for contributing insights about teachers’ journeys as they seek to change their practices. Such insights are especially useful for supporting and studying teachers’ journeys that involve shifts to inquiry practices increasingly valued across disciplines.

Authors

• Jacquelynn S. Popp, Lake Forest College

• Kathleen Pitvorec, University of Illinois at Chicago