A comparative analysis of different models of mathematics teacher collaboration and learning
A comparative analysis of different models of mathematics teacher collaboration and learning
In this paper, we employ an analytical framework to examine the design features, teachers’ learning processes, and outcomes expected in three selected models of teachers’ collaboration and learning, namely the Action-Education model, the Learning Study model, and a Community-Centered model for teacher learning. Based on our analysis, we outline the affordances and limitations of the selected models from the three perspectives: analytical vs. holistic ways of thinking of the relationship between research and practice in teacher’s collaboration and learning; cooperation vs. collaboration in interactions between researchers, knowledgeable others and teachers; and the tacit nature of knowledge for teaching mathematics. Through our analysis we suggest a flexible approach to the use of such models, reconsidering them as tools for which it is essential to propose sets of practical principles that can inform teachers of the choice of models as tools for particular purposes, as well as more generally informing the design, evaluation and research of professional learning.
Comparative analysis, mathematics teachers, teacher collaboration
110-117
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
3 February 2020
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Ding, Liping and Jones, Keith
(2020)
A comparative analysis of different models of mathematics teacher collaboration and learning.
Borko, Hilda and Potari, Despina
(eds.)
In ICMI Study 25 Conference Proceedings: Teachers of mathematics working and learning in collaborative groups.
Universidade de Lisboa.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
In this paper, we employ an analytical framework to examine the design features, teachers’ learning processes, and outcomes expected in three selected models of teachers’ collaboration and learning, namely the Action-Education model, the Learning Study model, and a Community-Centered model for teacher learning. Based on our analysis, we outline the affordances and limitations of the selected models from the three perspectives: analytical vs. holistic ways of thinking of the relationship between research and practice in teacher’s collaboration and learning; cooperation vs. collaboration in interactions between researchers, knowledgeable others and teachers; and the tacit nature of knowledge for teaching mathematics. Through our analysis we suggest a flexible approach to the use of such models, reconsidering them as tools for which it is essential to propose sets of practical principles that can inform teachers of the choice of models as tools for particular purposes, as well as more generally informing the design, evaluation and research of professional learning.
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Ding&Jones_models_of_math_teacher_collaboration_ICMIStudy25_2020
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Published date: 3 February 2020
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Venue - Dates:
ICMI Study 25 Conference: Teachers of mathematics working and learning in collaborative groups, Universidade de Lisboa, Lisbon, Portugal, 2020-02-03 - 2020-02-07
Keywords:
Comparative analysis, mathematics teachers, teacher collaboration
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Local EPrints ID: 441604
URI: http://eprints.soton.ac.uk/id/eprint/441604
PURE UUID: 8449c8c4-a48e-4503-99ca-ee85fb73f4e3
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Date deposited: 19 Jun 2020 16:30
Last modified: 16 Mar 2024 08:14
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Contributors
Author:
Liping Ding
Editor:
Hilda Borko
Editor:
Despina Potari
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