Search results for: Kazemi Elham
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Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics teacher educators (TEs) across three institutions.
Updated: Jun. 07, 2017
The present study follows three teachers through a practice-based elementary methods course. The course was focused on learning teaching practices through planning, rehearsing, enacting and reflecting on routine instructional activities that travel back and forth between field-based methods course and field placements. All three teachers grew in their capacity to lead goal-directed lessons by eliciting and responding to students’ thinking.
Updated: Jul. 31, 2016
The authors analyze a particular pedagogy for learning to interact productively with students and subject matter, which they call “rehearsal.” Their goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. The results of the quantitative analyses characterize how typical rehearsals were structured and what was worked on. Furthermore, the results show how NTs and TEs worked together to enable novices to study principled practice through qualitative analyses of a particularly salient aspect of ambitious teaching, namely, eliciting and responding to students’ performance.
Updated: Jan. 26, 2016
The purpose of this article is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research to support leaders’ understanding of facilitation of mathematics professional development: sociomathematical norms and practices for orchestrating productive discussion. They describe the use of these frameworks in their work and argue for a third framework—the mathematical knowledge for teaching. 24 NW leaders and 12 SW leaders participated in the seminars developed by the authors.
Updated: Nov. 04, 2009
New Directions for the Design and Study of Professional Development Attending to the Coevolution of Teachers' Participation Across Contexts
Research on professional development (PD) focuses on what teachers learn as a result of their participation in PD. Therefore, the research frames unidirectional questions: To what extent does participation in PD influence teachers' classroom practice? The authors challenge this unidirectional conceptualization of teacher learning. They argue that researchers should investigate what teachers are learning during and after PD, looking at the coevolution of participation between classroom practice and PD.
Updated: Jan. 28, 2009