Bridging Teachers' Collaborative Learning and Classroom Practice: Insights From Teachers' Participation in Collaborative Lesson Design

• In Event: 18.032 - Teacher-Centered Professional Development: Promoting Autonomy and Collaboration

Abstract

Surprisingly little research has examined deeply the relationship between teachers’ collaborative learning experience and their classroom practice, resulting in a lack of understanding of how collective professional development efforts create real improvement in classroom practice. This paper aims to illuminate such relationship by presenting contrasting-case studies of two elementary math teachers involved in a research-practice partnership who co-designed and implemented a lesson in their respective classrooms. Preliminary research findings suggest that the two teachers’ distinct discursive practices are individually consistent across the co-design and enactment sessions. Examples of such difference are presented briefly in the paper. This research inquiry has implications for how to guide and improve future teacher collaborative professional development activities.

Authors

• Chao Zhang, McGill University

• Alain Breuleux, McGill University

• Stephanie Beck, McGill University

• nilou baradaran, McGill University

• Gyeong Mi Heo, McGill University