Speak Up or Stay Silent: Teacher Verbal Participation in a Mathematics Professional Development Program

• In Event: Math Teacher Professional Development: Understanding Processes and Impact

Abstract

This study examines the nature and variation of teachers’ verbal participation during whole-group discussions within a professional development program. We coded teachers’ idea units—a proxy for their verbal participation—defined as a segment of dialogue with a specific meaning. We analyzed the characteristics of teachers’ idea units among individuals over time and their relationship to growth in instructional practice. The results suggest that in a professional learning community where key knowledge, practices, and strategies to improve learning were embedded in a collaborative and supportive culture, silent teachers appeared to be active listeners, who were engaged and learned alongside those who were more vocal. This study offers insights regarding teacher participation when endeavoring to create equitable professional learning communities.

Authors

• Chao Wang, University of Colorado

• Jennifer Jacobs, University of Colorado - Boulder