Fostering the Development of Responsive Teaching Practices Through Online Inquiry Groups for Novice Teachers

• In Event: Mathematics Teacher Discourse Around Content and Students in Learning Communities

Abstract

This paper explores the potential of asynchronous video-feedback inquiry cycles to support ongoing learning toward enacting responsive teaching practices. The study follows the progress of 12 novice teachers across four cycles of inquiry group participation. Using video recordings uploaded to an asynchronous video-annotation platform and focus group discussions, we analyze the responsive teaching practices evident during teaching episodes as well as participants' collaborative dialogue and experiences of learning through participation in the inquiry group. Our findings suggest that an online inquiry group can provide opportunities for novice teachers to continue to develop responsive teaching practices. Further, the process of giving one another feedback helped to support collective deliberation of instructional dilemmas, fostering pedagogically productive asynchronous conversations.

Authors

• Lara Condon, University of Pennsylvania
  Presenting Author

• Janine Remillard, University of Pennsylvania
  Presenting Author

• Caroline Brayer Ebby, University of Pennsylvania
  Presenting Author

• Nicole Mittenfelner Carl, University of Pennsylvania
  Presenting Author

• Brittany Hess, University of Pennsylvania
  Presenting Author

• Jennifer L. Valerio, University of Pennsylvania
  Presenting Author

• Gretel Tassah
  Presenting Author