Teachers' Positioning in Professional Development: The Case of Age and Grade
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| Title: | Teachers' Positioning in Professional Development: The Case of Age and Grade |
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| Language: | English |
| Authors: | Wilson, P. Holt, Edgington, Cyndi, Webb, Jar, Sztajn, Paola |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2015 (pter). |
| Availability: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2015 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Mixed Methods Research, Mathematics Instruction, Faculty Development, Prior Learning, Age Differences, Instructional Program Divisions, Interpersonal Communication, Speech Acts, Discourse Analysis, Audio Equipment, Video Technology, Elementary School Teachers, Elementary School Students |
| Abstract: | In this mixed methods study, we use positioning theory to analyze teachers' professional discussions about students' mathematical work over the course of 60 hours of professional development focusing on a learning trajectory. After identifying a category of speech actions that suggested student learning is limited by their age or grade level, a quantitative investigation revealed that teachers' discussions grew to include elements of the learning trajectory over time. A subsequent qualitative analysis revealed changes in the structure of these discussions, where teachers came to recognize and use students' prior experiences in instruction, and student learning was more influenced by prior experiences than their age or grade level. [For the complete proceedings, see ED583989.] |
| Abstractor: | As Provided |
| Number of References: | 16 |
| Entry Date: | 2018 |
| Accession Number: | ED584337 |
| Database: | ERIC |
| Abstract: | In this mixed methods study, we use positioning theory to analyze teachers' professional discussions about students' mathematical work over the course of 60 hours of professional development focusing on a learning trajectory. After identifying a category of speech actions that suggested student learning is limited by their age or grade level, a quantitative investigation revealed that teachers' discussions grew to include elements of the learning trajectory over time. A subsequent qualitative analysis revealed changes in the structure of these discussions, where teachers came to recognize and use students' prior experiences in instruction, and student learning was more influenced by prior experiences than their age or grade level. [For the complete proceedings, see ED583989.] |
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