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Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group Lorraine Males, Michigan State University. Presentation Agenda. Background/Literature Theoretical Framework Method Results Discussion. BACKGROUND. - PowerPoint PPT Presentation
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Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Lorraine Males, Michigan State University
Presentation Agenda
2Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
• Background/Literature• Theoretical Framework• Method• Results• Discussion
BACKGROUND
Why study professional development?
4Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Teacher
PD
improved practice and
student learning
?
Why study professional development?
5Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
decontexualized • contrived • unsatisfying • fragmented •
superficial • disconnected • non-cumulative
(Ball & Cohen, 1999;Lord, 1994; Wilson & Berne, 1999; Little, 1994)
What do we know about PD?
6Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
learning is a collaborative activity and “educators learn more powerfully in concert with others who are struggling with the same problems” (Elmore, 2002, p. 8).
a common thread in highly regardedprojects was the “privileging of teachers’ interaction with one another” (Wilson & Berne, 1999, p. 195).
What do we know about PD?
7Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
According to the “consensus view” on professional development should be
be designed to develop the capacity of teachers to work collectively on problems of practice, within
their own schools and with practitioners in other settings, as much as to support the knowledge and skill development of individual educators. (Elmore, 2002, p. 8).
What does collegiality look like?
8Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
According to Little (1990) two things that describe schools in which the teachers work collaboratively• Teachers are not working in isolation - they talk
to each other about teaching on practical and theoretical levels
• Teachers learn from each other “abandoning a perspective that teaching is ‘just a matter of styles’ in favor of a perspective that favors scrutiny of practices and their consequences” (p. 451).
Collegiality in Professional Development
9Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Although collegiality is rare, there is a growing body of research that focuses on “collaborative work”
collaborative work is built on the assumption that learning is a social activity and that communication among professionals is key to developing common language to ask questions and reflect on teaching (Loucks-Horsley, 2003 ).
Collegiality in Professional Development
10Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
This work includes the growing body of research on: mathematics teacher study groups (e.g. Herbel-Eisenmann & Cirillo, 2009;
Crespo, 2006; Arbaugh, 2003)action research (e.g., Jaworski, 1998, 2006; Atweh, 2004; Zack
& Graves, 2001).
Collegiality in Professional Development
11Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Despite the focus on collaboration these groups just like more traditional professional development groups have had difficulty building “trust and community while aiming for a professional discourse that includes and does not avoid critique” (Wilson & Berne, p. 195).
Issues include power and authority, conflicting values, and teachers not knowing how to provide critical feedback to their colleagues (Atweh, 2004, Jaworski, 2006).
Unanswered Questions about Professional Development
12Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
We still do not know how teachers learn from professional
development or how collegiality may help
or hinder learning
One possible hypothesis
13Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
According to Wilson and Berne(1999), the most successful professional development projects were “aiming for the development of something akin to
Lord’s (1994) ‘critical colleagueship’” (p. 195)
They hypothesize that this type of critical collegiality may help to explain how teacher learn
in professional development contexts.
Theoretical Framework
14Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
“For a broader transformation, collegiality will need to support a critical stance toward teaching. This means more than simply sharing ideas or supporting one’s colleagues in the change process. It means confronting traditional practice – the teacher’s own and that of his or her colleagues – with an eye toward wholesale revision” (Lord, 1994, p. 192).
Critical Colleagueship
15Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Creating and sustaining productive disequilibrium through self reflection, collegial dialogue, and on-going critique.
Critical Colleagueship
16Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Creating and sustaining productive disequilibrium through self reflection, collegial dialogue, and on-going critique.
Critical Colleagueship
17Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Embracing fundamental intellectual virtues. Among these are openness to new ideas, willingness to reject weak practices or flimsy reasoning when faced with countervailing evidence and sound arguments, accepting responsibility for acquiring and using relevant information in the construction of technical arguments, willingness to seek out the best ideas or the best knowledge from within the subject-matter communities, greater reliance on organized and deliberate investigations rather than learning by accident, and assuming collective responsibility for creating a professional record of teachers' research and experimentation.
Critical Colleagueship
18Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Embracing fundamental intellectual virtues. Among these are openness to new ideas, willingness to reject weak practices or flimsy reasoning when faced with countervailing evidence and sound arguments, accepting responsibility for acquiring and using relevant information in the construction of technical arguments, willingness to seek out the best ideas or the best knowledge from within the subject-matter communities, greater reliance on organized and deliberate investigations rather than learning by accident, and assuming collective responsibility for creating a professional record of teachers' research and experimentation.
Critical Colleagueship
19Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Increasing the capacity for empathetic understanding (placing oneself in a colleague's shoes). That is, understanding a colleague's dilemma in the terms he or she understands it.
Critical Colleagueship
20Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Increasing the capacity for empathetic understanding (placing oneself in a colleague's shoes). That is, understanding a colleague's dilemma in the terms he or she understands it.
Research Questions
21Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
How can the aspects of critical colleagueship exhibited by mathematics teachers participating in a teacher study group be identified?
How are the first three aspects of critical colleagueship exhibited by mathematics teachers participating in a teacher study group?
METHOD
Context
23Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Baseline Data Collection
Aug. 2005 – May 2006 Aug. 2006 – May 2007
Reading Group
Aug. 2007 – May 2008 Aug. 2008
Mapping & Reflecting on Personal Beliefs
Identifying & Reflecting on Performance Gaps
Pilot Study Cycles of Action Research A.R. cont…
Report onActivity Structures
& Turn Length AnalyticMemos
Phase II Phase III Phase IV Phase V
Participants
24Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Two university researchers and eight middle-grades (grades 6 – 10) mathematics teacher-researchers
from seven different schools in one mid-western state
Participants
25Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
TR Gr School Setting Certification Yrs Teach Curriculum
Cara 6 Rural, MS Elem 21 NSF reform
Robert 6 Urban, MS Elem 7 Trad
Stacey 7 Rural, MS Elem/MAT 17 NSF reform
Gwen 8 Urban, Title I, MS Sec 18 Trad
Kate 8 Suburban, MS Sec/MS 14 NSF reform
Holly 8 Urban, Gifted, HS Sec 9 Trad
Mike 8 Urban, MS Sec/MSM 14 Trad
Owen 10 Suburban, HS Sec/MAT 2 Trad
Data Collection & Analysis
26Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Pre-existing data includedtranscripts and videos from project meetings (41 meetings approximately 3 hours each)
Data Collection & Analysis – Step #1
Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Reading GroupBeginning EndMiddle
Action ResearchBeginning EndMiddle
Data Collection & Analysis – Step #2
28Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
All transcripts were coded in Transana (Fassnacht & Woods, 2005) for interaction patterns – praising, advising, challenging (Males, 2009) and relating.
http://www.transana.org/
Data Collection & Analysis – Step #3
29Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Data reduction (Miles & Huberman, 1994)
Challenging• I hypothesized that I may be able to gain insight into critical
colleagueship (i.e., intellectual virtues)• literature (Little, 1990) described the difficulties teachers
have in engaging in these waysRelating
• I hypothesized that I may be able to gain insight into critical colleagueship (i.e., empathetic understanding)
• Seemed to be the most unlike challenging (alignment vs. opposition)
Data Collection & Analysis – Step #4
30Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Challenging and Relating interactions within each phase were further coded for the following:
a) who initiated the interactionb) who received the initiationc) the primary content of the interaction d) the linguistic nature of the interaction e) the aspects of critical colleagueship exhibited
Data Collection & Analysis – Step #4
31Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
For the linguistic nature I imported the challenging and relating transcript excerpts into Wordsmith Tools (Oxford University Press, 2008) and created a wordlist – this will find the most frequent words in the text.
http://www.lexically.net/wordsmith/
Data Collection & Analysis – Step #5
32Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
I created the following types of representations for my data:a) a pictorial representation
boxes for the participants and arrows going from the initiator to the receiver
b) a matrix representationthe initiators were represented in the columns
and the receivers in the rows; each cell contained the number of challenges occurring between two participants
RESULTS
Challenging Colleague Example
34Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Gwen: In class, did you show them using Pythagorean theorem to solve the problem?
Owen: Yes. That's the way we did them.
Gwen: So you couldn't say, that a kid said, oh this is how you did it, so that's how I'm supposed to do it. So how is that different than, I know the distance formula, so that's how I’m going to do it?
Owen: Because the distance formula is an exterior entity which they have no actual understanding of. All they have is their memorization of what
the distance formula is as opposed to having them draw a triangle, which connects a problem they are presented with back to something else they are already familiar with.
Gwen: I understand that, but you taught it that way.
Challenging Colleague Example
35Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Gwen: In class, did you show them using Pythagorean theorem to solve the problem?
Owen: Yes. That's the way we did them.
Gwen: So you couldn't say, that a kid said, oh this is how you did it, so that's how I'm supposed to do it. So how is that different than, I know the distance formula, so that's how I’m going to do it?
Owen: Because the distance formula is an exterior entity which they have no actual understanding of. All they have is their memorization of what
the distance formula is as opposed to having them draw a triangle, which connects a problem they are presented with back to something else they are already familiar with.
Gwen: I understand that, but you taught it that way.
Challenging Colleague Example
36Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Gwen: In class, did you show them using Pythagorean theorem to solve the problem?
Owen: Yes. That's the way we did them.
Gwen: So you couldn't say, that a kid said, oh this is how you did it, so that's how I'm supposed to do it. So how is that different than, I know the distance formula, so that's how I’m going to do it?
Owen: Because the distance formula is an exterior entity which they have no actual understanding of. All they have is their memorization of what
the distance formula is as opposed to having them draw a triangle, which connects a problem they are presented with back to something else they are already familiar with.
Gwen: I understand that, but you taught it that way.
Challenging Colleague Example
37Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Gwen: In class, did you show them using Pythagorean theorem to solve the problem?
Owen: Yes. That's the way we did them.
Gwen: So you couldn't say, that a kid said, oh this is how you did it, so that's how I'm supposed to do it. So how is that different than, I know the distance formula, so that's how I’m going to do it?
Owen: Because the distance formula is an exterior entity which they have no actual understanding of. All they have is their memorization of what
the distance formula is as opposed to having them draw a triangle, which connects a problem they are presented with back to something else they are already familiar with.
Gwen: I understand that, but you taught it that way.
Challenging Colleague Example
38Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Gwen: In class, did you show them using Pythagorean theorem to solve the problem?
Owen: Yes. That's the way we did them.
Gwen: So you couldn't say, that a kid said, oh this is how you did it, so that's how I'm supposed to do it. So how is that different than, I know the distance formula, so that's how I’m going to do it?
Owen: Because the distance formula is an exterior entity which they have no actual understanding of. All they have is their memorization of what
the distance formula is as opposed to having them draw a triangle, which connects a problem they are presented with back to something else they are already familiar with.
Gwen: I understand that, but you taught it that way.
Challenging Colleague Example
39Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Gwen: In class, did you show them using Pythagorean theorem to solve the problem?
Owen: Yes. That's the way we did them.
Gwen: So you couldn't say, that a kid said, oh this is how you did it, so that's how I'm supposed to do it. So how is that different than, I know the distance formula, so that's how I’m going to do it?
Owen: Because the distance formula is an exterior entity which they have no actual understanding of. All they have is their memorization of what
the distance formula is as opposed to having them draw a triangle, which connects a problem they are presented with back to something else they are already familiar with.
Gwen: I understand that, but you taught it that way.
Challenging Interaction – The nature
40Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
stretched over multiple turns
questions were mostly “what” or “how” questions (very few “why” questions)
push receivers to think more deeply or think about things in different ways
use of classroom experience for reasoning
ifcould
would
but
or
Challenging Interaction within the Different Phases
41Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Far more challenges in the reading group phase than the action research phase
Phase # of Challenges
Most Frequent Initiators
Most Frequent Receivers
Reading Group
215 Kate (56) Owen(43)Helen (32)
art/idea (86)Owen (28)Kate (26)
Action Research
86 Helen (25) Owen(14)Claire (13)
Owen (14)
Challenging Interaction within the Different Phases
42Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Reading Group• authors ’ writing styles• general instructional strategies (e.g., problems to pose,
proof-styles to incorporate)• abstract notions rather than particular practices of
individuals
Action Research• mostly directed towards teacher-researchers presenting• approach to the action research project (e.g., research
questions, ways of collecting data)
Challenging Interaction – Critical Colleagueship
43Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Rejecting weak practices• recognizing alternative explanations for
phenomena• often initiated because of the receivers making
claims based on lack of evidence
Openness to new ideas• as a result of challenges often teachers would
express their openness to an alternative suggested by others
Relating Colleague Example #1
44Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Helen: I'm wondering on page seventy-four, where they talk about functions or purposes for revoicing…. And I'm wondering, like if you think aboutwhat you do in your classroom do you feel like you do those about the same or do you feel like you do one more than the other? Or do you feel like you do one and not the other?
Kate: I don't think I create the alignments. I think probably what would happen is someone would make a conjecture and other people would react to it rather than having several at the same time. I don't see that happen very much. I see pursuing one of them or I ask for multiple explanations, but I'm not sure we investigate why one might be better than another assuming they are all correct, very often. I wonder how much I do that's truly revoicing as opposed to repeating.
Gwen: I would agree with that. I would say I probably do more just repeating.
Relating Colleague Example #1
45Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Helen: I'm wondering on page seventy-four, where they talk about functions or purposes for revoicing…. And I'm wondering, like if you think aboutwhat you do in your classroom do you feel like you do those about the same or do you feel like you do one more than the other? Or do you feel like you do one and not the other?
Kate: I don't think I create the alignments. I think probably what would happen is someone would make a conjecture and other people would react to it rather than having several at the same time. I don't see that happen very much. I see pursuing one of them or I ask for multiple explanations, but I'm not sure we investigate why one might be better than another assuming they are all correct, very often. I wonder how much I do that's truly revoicing as opposed to repeating.
Gwen: I would agree with that. I would say I probably do more just repeating.
Relating Colleague Example #1
46Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Helen: I'm wondering on page seventy-four, where they talk about functions or purposes for revoicing…. And I'm wondering, like if you think aboutwhat you do in your classroom do you feel like you do those about the same or do you feel like you do one more than the other? Or do you feel like you do one and not the other?
Kate: I don't think I create the alignments. I think probably what would happen is someone would make a conjecture and other people would react to it rather than having several at the same time. I don't see that happen very much. I see pursuing one of them or I ask for multiple explanations, but I'm not sure we investigate why one might be better than another assuming they are all correct, very often. I wonder how much I do that's truly revoicing as opposed to repeating.
Gwen: I would agree with that. I would say I probably do more just repeating.
Relating Colleague Example #1
47Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Helen: I'm wondering on page seventy-four, where they talk about functions or purposes for revoicing…. And I'm wondering, like if you think aboutwhat you do in your classroom do you feel like you do those about the same or do you feel like you do one more than the other? Or do you feel like you do one and not the other?
Kate: I don't think I create the alignments. I think probably what would happen is someone would make a conjecture and other people would react to it rather than having several at the same time. I don't see that happen very much. I see pursuing one of them or I ask for multiple explanations, but I'm not sure we investigate why one might be better than another assuming they are all correct, very often. I wonder how much I do that's truly revoicing as opposed to repeating.
Gwen: I would agree with that. I would say I probably do more just repeating.
Relating Colleague Example #2
48Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
The following takes place way after Mike shares the difficulty he is having with the heightened awareness of his discourse practices
Kate: It's a lot of responsibility just being aware. Heaven only knows we don't want any of that [responsibility]. And what I think Mike, not only is it harder that it's also that I'm less satisfied with what I've done.
Stacey: Cause you just think that after teaching for so long there's some day you're going to get to a point where you really feel like you're doing it the way you want to be doing it. And I've come a long, long way but it's exciting that there's still so much more to know and to try to do. But it's just never feeling like it's good enough.
Cara: And it's exhausting.
Relating Colleague Example #2
49Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
The following takes place way after Mike shares the difficulty he is having with the heightened awareness of his discourse practices
Kate: It's a lot of responsibility just being aware. Heaven only knows we don't want any of that [responsibility]. And what I think Mike, not only is it harder that it's also that I'm less satisfied with what I've done.
Stacey: Cause you just think that after teaching for so long there's some day you're going to get to a point where you really feel like you're doing it the way you want to be doing it. And I've come a long, long way but it's exciting that there's still so much
more to know and to try to do. But it's just never feeling like it's good enough.
Cara: And it's exhausting.
Relating Colleague Example #2
50Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
The following takes place way after Mike shares the difficulty he is having with the heightened awareness of his discourse practices
Kate: It's a lot of responsibility just being aware. Heaven only knows we don't want any of that [responsibility]. And what I think Mike, not only is it harder that it's also that I'm less satisfied with what I've done.
Stacey: Cause you just think that after teaching for so long there's some day you're going to get to a point where you really feel like you're doing it the way you want to be doing it. And I've come a long, long way but it's exciting that there's still so much more to know and to try to do. But it's just never feeling like it's good enough.
Cara: And it's exhausting.
Relating Colleague Example #2
51Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
The following takes place way after Mike shares the difficulty he is having with the heightened awareness of his discourse practices
Kate: It's a lot of responsibility just being aware. Heaven only knows we don't want any of that [responsibility]. And what I think Mike, not only is it harder that it's also that I'm less satisfied with what I've done.
Stacey: Cause you just think that after teaching for so long there's some day you're going to get to a point where you really feel like you're doing it the way you want to be doing it. And I've come a long, long way but it's exciting that there's still so much more to know and to try to do. But it's just never feeling like it's good enough.
Cara: And it's exhausting.
Relating Interaction – The nature
52Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Two types of relating:• initiator related to the receiver to
acknowledge agreement• initiator related to receiver
because of an emotional response triggered by the receiver
varied from quick responses to more elaborate stories
use of classroom experiences
identify with
resonate with
relate to
As Kate mentioned
…
Relating Interaction within the Different Phases
53Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
More relating in the reading group phase than the action research phase
Phase # of Relating
Most Frequent Initiators
Most Frequent Receivers
Reading Group
58 Stacey (16)Cara (15)Kate (13)
art/idea (14)Mike (14)
Action Research
36 Mike (9)Stacey (6)Kate (6)
Kate (13)Mike (7)Cara (5)
Relating Interaction – Content
54Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Reading Group• often prompted by Helen (university-researcher)• general feelings about carrying out daily practices with new
awareness of their classroom discourse • student behaviors and attitudes• contained some direct connections to particular classroom
practices
Action Research• often facilitated by Helen (e.g., “Well, you use did something like
this in your class, Holly or Gwen, right…”)• General feelings about the overwhelming nature of collecting
the “perfect” data
Relating Interaction – Critical Colleagueship
55Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Empathetic understanding• particularly when the relating was prompted by
an emotional response
Self-reflection• To express agreement or understanding teacher-
researchers often referred back to their own experience and reflected on these experiences
DISCUSSION
Identifying the Aspects of Critical Colleagueship
57Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
It was possible to identify some of the aspects of critical colleagueship in the discourse – particularly it was useful to identify these aspects within particular interaction patterns and by focusing on the linguistic nature of the talk (i.e., use of particular words)
Challenging and Relating
58Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Teachers challenged more than they related (in 5 out of 6 mtgs)
Challenging,
RG - July
Relating, RG - July
Teachers as Critical Colleagues?
59Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Although the teachers did exhibit some of the aspects of critical colleagueship, this study points to the difficulties that the teachers have in confronting practices.
Most of the challenging and relating where the aspects were exhibited occurred in the reading group phase where the focus was not on particular teacher-researchers practice.
Even when the focus of the meetings was more on what teachers were doing, the challenges and relating where not often connected to actual practices occurring in teachers classrooms.
To challenge or to relate to who and why?
60Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Frequently Challenged
Frequently Related to
Owen Kate
MikeKate
This study leaves me with questions related to why particular teachers where challenged or related to and how this may affect their taking up of the aspects of critical colleagueship
least experienced, confident, unhedged language, more “challengeable”
very experienced, confident, well-respected seemed to be further along in
her development – TRs wanted to align with her
Limitations
61Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Studying critical colleagueship by identifying interaction patterns may limit the aspects I could identify
I was the sole-coder of the data for the relating interaction
Limited generalizability of critical colleagueship to PD since I studied an atypical group and only a limited number of the aspects
Contributions
62Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Adds to the growing body of research on teacher study groups, action research, and how collegiality may manifest in these PD contexts
Outlines a method for analyzing teacher interactions using the framework
of critical colleagueship
Current study
Future Directions
63Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
examine additional
aspects of CC
Future Directions
64Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Current study
examine more critically the role of the facilitator
examine additional
aspects of CC
Future Directions
65Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Current study
examine additional
aspects of CC
connections between CC and teacher knowledge and teacher
practice
examine more critically the role of the facilitator
Future Directions
66Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Current study
examine additional
aspects of CC
development of CC with pre-service
teachers
Current study
connections between CC and teacher knowledge and teacher
practice
examine more critically the role of the facilitator
Future Directions
67Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
examine additional
aspects of CC
Acknowledgements
68Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
all the participants in this project
Everyone here today!
my committee: Jack Smith, Beth Herbel-Eisenmann, Kosze Lee & Sandra Crespo (honorary member )
my writing group: Aaron Brackionecki, Aaron Mosier, & Sam Otten
Thank You
69Confronting Practice: Critical Colleagueship in a Mathematics Teacher Study Group
Questions?
Lorraine MalesMichigan State University