Promoting Teacher Learning Through Collaboration Between Teachers and Researchers: A Case Study in China

• In Event: Innovative Teaching Practices

Abstract

This study investigated middle school mathematics teachers’ learning through collaborative teaching research (CTR) between middle school mathematics teachers and university researchers. Six eighth-grade teachers of M school participated in CTR. We used the theoretical framework developed by Bannister (2015, 2018) to examine teacher learning in CTR. This study contributes to the empirical example of how mathematics teachers learn and develop their professional capacities through collaborative teaching research activities (facilitated by researchers). It enriches Bannister’s (2015, 2018) frame analysis methodology by providing detailed analysis of the collaborative work between teachers and researchers in a well-established school-based teaching research group, and it shows a successful case in which university researchers could collaborate closely with practicing mathematics teachers.

Authors

• Chunxia Qi, Beijing Normal University

• Chen Cao, Beijing Normal University

• Rongjin Huang, Middle Tennessee State University