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ERIC Number: EJ865913
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1066-5684
The Role of Coflection in Equity-Centered Mathematics Professional Development Practices
Crockett, Michele D.; Buckley, Lecretia A.
Equity & Excellence in Education, v42 n2 p169-182 2009
This article is about locating equity concerns "within" epistemic processes in school mathematics professional development. The professional development literature indicates a focus on subject matter and pedagogical content knowledge without explicit attention to equity concerns as they arise in professional development practice. Though scholars have called attention to the professional learning needed for equity practice, the equity and professional development literatures do not directly inform each other. In professional development practice, teachers' assumptions underlying equity issues often remain unchallenged. We use the term "coflection," (Skovsmose & Valero, 2001), an epistemic, or knowledge-generating process, to capture the socially critical nature of the interactions among teachers within professional learning experiences that we believe are necessary for generating the kinds of knowledge teachers need to facilitate students' academic success. Using examples of practice from the literature and our own research experiences, we argue that coflection centers equity concerns within teachers' professional development practice. (Contains 1 table and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A