The Interconnected Model of Professional Growth as a means to assess the development of a mathematics teacher (original) (raw)
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Teachers’ professional growth through engagement with lesson study
Journal of Mathematics Teacher Education, 2015
Lesson study is highly regarded as a model for professional learning, yet remains undertheorised. This paper examines the professional learning experiences of teachers and numeracy coaches from three schools in a local network of schools, participating in a lesson study project over two research cycles in 2012. It maps the inter-connections between their experiences and their beliefs and practices, using Clarke and Hollingsworth's (2002) Interconnected Model of Professional Growth. Analysis of interview data and video-recordings of planning meetings, research lessons, and post-lesson discussions, reveals the development of teachers' collaborative planning skills, increased attention to students' mathematical thinking, use of orchestrated whole-class discussion based on anticipated student solutions and focused questioning, and the enhancement of collaborative practices for teacher inquiry. Our findings illuminate the interplay between the External Domain, the Personal Domain, the Domain of Practice, and the Domain of Consequence, in the teaching and learning change environment, and the mediating processes of enactment and reflection. Changes in the domains across the period of the lesson study provide evidence of teachers' professional growth, with the iterative processes of enactment and reflection being critical in mediating this professional growth.
Proposed Structural Refinements to the Interconnected Model of Teacher Professional Growth
MERGA Proceedings, 2018
This paper proposes structural modification of the Clarke and Hollingsworth (2002) Interconnected Model of Teacher Professional Growth (IMTPG) based on results from doctoral research that studied the changes in mathematical knowledge and beliefs of two Year 5/6 teachers as they implemented a four-week, innovative curriculum unit. These inclusions into the current model expand its analytical, interrogatory and predictive functions. This in turn increases its relevance for those implementing professional learning at the school level, enabling them greater insight into the aspects of a teacher's world that require more support, and possibly more challenge.
This research contributes to knowledge by detailing the features of pedagogical content knowledge enhanced through teachers’ participation in iterative cycles of lesson study over the course of one full academic year. This research makes a further contribution in suggesting a new form of knowledge, that of teachers’ knowledge of students, which can be added to a framework of mathematical knowledge for teaching. This research takes place at a time of dramatic curriculum reform in Ireland with the introduction of Project Maths to all post-primary schools. It is thus a relevant and important time to investigate the introduction of an in-school model of professional development which can provide teachers with opportunities for learning while enacting this new curriculum. Lesson study is one such model through which teachers engage with their colleagues as a professional teacher community. In this research, 12 teachers in two post-primary schools engaged in cycles of lesson study over the course of one academic year. Qualitative data was generated through audio recordings of all associated teacher meetings and individual teacher interviews during separate stages of the project. The research builds on the framework of mathematical knowledge for teaching suggested by Ball et al. (2008) and extends and enhances this framework based on emergent data which is supported by the literature on teacher learning and lesson study. This new framework details how teachers utilised and enhanced knowledge of content and students and knowledge of content and teaching within lesson study and highlights the importance of employing a critical student lens on teaching and learning practices.
https://www.ijrrjournal.com/IJRR\_Vol.7\_Issue.7\_July2020/Abstract\_IJRR0041.html, 2020
Professional knowledge of mathematics teacher(s) is one of important elements to be considered in order to pursue new professionality of mathematics teachers. While previous studies conceptualized mathematics teacher(s)’s professional knowledge from both static and dynamic perspectives. However, it is also important to consider a collective perspective since as individual mathematics teacher’s knowledge is influenced by community’s knowledge which community created. Previously, the interaction between an individual teacher and community was pointed out in the practice of lesson study. Therefore, this research aimed to develop a conceptual framework for capturing mathematics teachers’ professional knowledge creation through lesson study. The Author reviewed literatures from the perspectives of professional community and situated learning, mathematics teachers’ professional knowledge, and mathematics teachers’ professional knowledge creation. Thereby, a conceptual framework for capturing mathematics teachers’ professional knowledge was developed. Professional knowledge creation was illustrated as one of the elements embedded within dynamic interaction of each component in an individual level and group level. Besides, interactions of different ontological levels can be created by lesson study which has SECI Model within. In order to clarify the process of mathematics teachers’ professional knowledge creation, further considerations was expected from the both theoretical and empirical perspectives.
2019
A fundamental problem in mathematics education is “What can we do for students to enhance their mathematical ability and achievement and how can we do it?” This paper searches for a promising solution to this problem. To that end, the author focuses on the lesson study approach, specifically adopting the same approach adopted by the mathematician George Polya, who reflected on his experience and described his methods of mathematical problem solving. As a mathematics educator, the author shares his experience of two types of lesson study of primary school mathematics, and proposes a framework of a dynamic cycle in the lesson study of school mathematics for promoting the professional development of mathematics teachers and educators. This professional development may improve the mathematical ability and achievement of students at schools.
Le Centre pour la Communication Scientifique Directe - HAL - memSIC, 2017
The study, whose methodological approach is the focus of attention in this paper, is a qualitative, single longitudinal case study. The object of study is Lesson Study (LS), and the unit of analysis is two LS cycles. What teachers learn about teaching practice and student learning in mathematics from participating in the two cycles is investigated. LS and teaching practice are in the study regarded as object-oriented activities. It is claimed that indications of what the teachers learn during LS processes can be uncovered by the use of discourse analysis because learning is considered as a change in discourse.
American Educational Research Journal, 2019
This study examines the role of several key features of professional development (PD) in bringing about changes in teachers’ mathematical knowledge for teaching. Artifacts (e.g., PD tasks, materials, and agendas) of the PD activities completed by 542 teachers in 21 different Mathematics and Science Partnership programs were coded based on the core features of PD identified in earlier literature. Multilevel analyses examined whether the programs’ focus on specific components of teacher knowledge (e.g., knowledge of mathematics teaching) and specific strategies for implementing the PD content (e.g., examining students’ work and solving mathematics problems) were related to gains in teachers’ mathematical knowledge. The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning. Implications for research and teacher education are discussed.
Based in a time of major curriculum reform, this article reports on a qualitative case study of teacher professional development (PD) in the Republic of Ireland (ROI). Five mathematics teachers in an Irish secondary school were introduced to and participated in successive cycles of school-based lesson study (LS) over the course of one academic year. The research investigated how teachers’ pedagogical practices and beliefs on student learning, specifically related to a revised curriculum, were impacted as a result of their participation in this model of PD. Data were generated through audio and field recording of teacher LS meetings, individual teacher interviews, teacher notes, samples of student work, observation of research lessons and researcher field notes. Analysis suggests that due to their collaborative planning, teaching, observation and reflection of research lessons, teachers began to incorporate and develop new pedagogical practices both inside and outside LS. This study suggests that in the introduction of centralised curriculum reform, LS can act as a powerful model of PD which can encourage the introduction of new pedagogical practices. This research also provides evidence for the introduction of LS as a viable form of PD in secondary schools in the ROI.
Australian Journal of Teacher Education, 2015
This paper discusses upper primary school teachers' perspectives on changes to their knowledge and practice through participation in a designbased research project. It analyses their experiences using empirically-founded model for professional growth to understand more about the mechanisms for change that might support teachers in teaching a challenging aspect of mathematics -algebra. The ten teachers referred to observations of teaching in action, and modification of their beliefs about algebra, themselves as learners, about particular students, and about teaching mathematics. They shared differing perspectives on interacting with colleagues. Some teachers described discomfort when confronted with their lack of knowledge or with their students' questions during lessons. The findings demonstrate pathways that appeared to be commonly experienced by many of the teachers and also those that highlight the individualistic nature of teacher change mechanisms. Implications for the design of professional learning in mathematics for in-service and pre-service teachers are discussed.