ERIC Number: EJ968719
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1090-1027
EISSN: N/A
Building Content and Communities: Developing a Shared Sense of Early Childhood Mathematics Pedagogy
Linder, Sandra M.
Journal of Early Childhood Teacher Education, v33 n2 p109-126 2012
This article presents results from a case study analyzing the process of change for early childhood educators as they engage in a semester-long professional development (PD) experience focused on developing a teacher research agenda related to mathematics instruction. During this PD experience, 11 participants (5 second-grade and 6 third-grade teachers) developed a research question, collected and analyzed data, and used results to inform mathematics instruction. The overarching question guiding this study was: How does an ongoing mathematics PD model focused on developing a teacher research agenda impact the instructional practice of second- and third-grade teachers? Instructional shifts were apparent across participants, but only after building a shared sense of community during PD sessions. (Contains 1 table.)
Descriptors: Teacher Researchers, Mathematics Instruction, Teaching Methods, Action Research, Instructional Innovation, Curriculum Development, Early Childhood Education, Professional Development, Communities of Practice, Program Effectiveness, Educational Practices, Pedagogical Content Knowledge, Knowledge Base for Teaching, Teaching Skills, Grade 2, Grade 3
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A