Developing Cohesion through Collective Doubting: Framing Practice-Based Professional Learning for Mathematics Coaches

Autor/inn/en	Donaldson, Sara; Karp, Karen S.
Titel	Developing Cohesion through Collective Doubting: Framing Practice-Based Professional Learning for Mathematics Coaches
Quelle	In: Investigations in Mathematics Learning, 15 (2023) 2, S.118-134 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Donaldson, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2022.2139091
Schlagwörter	Faculty Development; Mathematics Instruction; Coaching (Performance); Educational Practices; Elementary School Teachers; Teaching Methods; School Districts; Learning Activities; Learner Engagement; Specialists; Guidelines; Cooperative Learning; Educational Change; Instructional Leadership; Intervention + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Bildungspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; School district; Schulbezirk; Lernaktivität; Richtlinien; Kooperatives Lernen; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	As instructional leaders who work closely with teachers within and across schools, elementary mathematics specialists (EMS) are positioned well to promote cohesive implementation of impactful pedagogy throughout school districts. However, EMS's work can be impeded if they do not have structured opportunities to collectively grapple with the nuances of terminology included in teaching and learning initiatives in terms of expectations for what practices look like within classrooms. Using narrative data collected from EMS team discussions about the meaning of student engagement in mathematics classrooms, we share a five-phase framework for using a collective doubting process to promote professional learning through the development of shared understanding of common language. By positioning moments of doubt as opportunities for collaborative learning, this framework serves as a flexible structure to guide the development of knowledge-in-practice from the identification of a practice-centered inquiry goal to cohesive understanding and systemic transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01