Complexity and Professionalization: The Nested Collaborative Nature of Mathematics Teacher Learning

• In Event: AERA Roundtable Session 11
  In Roundtable Session: Complexity Theories in Education SIG Roundtable

Abstract

As the role of teachers shift from technician to professionals, models of teacher learning must adapt to honour this professionalization and the conditions that support it. Current research on teacher professional learning has begun to consider its complex nature and how the use of complexity science can help the field gain a deeper understanding of ways to support and possibly trigger this learning. In this paper we propose a new model for mathematics teacher learning that builds from previous models of teacher learning while incorporating key elements of complexity science. Our model represents teacher learning as emerging from the nested, self-organizing, adaptive processes that exist within the reality of a teacher's day-to-day professional experiences.

Authors

• Kelly A. McKie, University of Ottawa

• Robin Keturah Anderson, North Carolina State University