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ERIC Number: ED489583
Record Type: Non-Journal
Publication Date: 2004-Jul
Pages: 8
Abstractor: Author
Reference Count: 18
ISBN: N/A
ISSN: N/A
The Critical Role of Institutional Context in Teacher Development
McClain, Kay; Cobb, Paul
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
In this paper we document the importance of institutional context in both constraining and enabling the work of mathematics teachers. We build from our current and ongoing collaborative efforts with middle-grades mathematics teachers to provide an analytic approach and resulting analysis that clarifies the critical role of institutional context in teacher development. The analysis delineates the communities of practice whose enterprises are concerned with how mathematics is taught and learned in the district and the importance of their interconnections (cf. Wenger, 1998). Our approach can best be viewed as a tool designed to support transformative educational change as iterative processes of continual improvement in mathematics education. [For complete proceedings, see ED489538.]
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A