ERIC Number: EJ1069901
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 57
Reframing Practice: Teacher Learning through Interactions in a Collaborative Group
Bannister, Nicole A.
Journal of the Learning Sciences, v24 n3 p347-372 2015
Using a case study design and ethnographic methods, this research investigated the interactions of a group of high school mathematics teachers who collaborated daily on issues related to curricular and pedagogical reforms. The members of the collaboration team implemented these reforms with the goal of supporting all students' learning of 1st-year college preparatory mathematics. This study used conceptual tools from frame analysis (E. Goffman, 1974) alongside an analysis of teacher participation patterns to understand teacher learning within a community of practice (E. Wenger, 1998). This analysis documented development within the teacher community through teachers increasing orientation to classroom-based interventions for struggling students alongside more collegial participation patterns, contributing an empirical example of teacher learning within a community of practice.
Descriptors: Interaction, Cooperative Learning, Teaching Methods, Educational Practices, Case Studies, Ethnography, Investigations, Group Dynamics, Secondary School Mathematics, Secondary School Teachers, Teacher Collaboration, Teacher Participation, Communities of Practice, Intervention, Collegiality, Instructional Innovation, Curriculum Development, Educational Change, Transcripts (Written Records), Qualitative Research, Learning Experience
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: EHR-0314808