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ERIC Number: EJ1095302
Record Type: Journal
Publication Date: 2016-Mar
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0013-5984
After the Elementary Mathematics Teacher Workshop: Stories of Becoming Complex Instruction Teachers
Oslund, Joy A.
Elementary School Journal, v116 n3 p437-458 Mar 2016
Teacher educators worldwide have increasingly understood the importance of studying teacher identity. This article uses data from a narrative study of teacher learning from a mathematics professional development (PD) experience that were collected after the PD as teachers were integrating new ideas into their practices. Data were generated as teachers told stories of classroom lessons in which they used methods for teaching mathematics using groupwork, which were learned in the PD. The data are used to illustrate the ways learning and identity work happened in tandem for four teachers and the way classroom experiences after the PD influenced their understandings of PD ideas. The results have implications for research and practice on teacher professional development.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A