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Shared teaching assignments in the service of mathematics reform: situated professional development
ARTICLE

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TATE Volume 14, Number 7 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Proponents of ‘team teaching’ — organizational arrangements in which teachers share responsibility for instruction of students — suggest that it can be a catalyst for teacher learning and school change. We seek to understand the mechanisms responsible for the potential of this mode of professional development as opposed to other modes of joint work. In this paper we analyze participating teachers’ explanations for the impact that a year-long shared algebra teaching assignment had on their capacity to change their mathematics teaching. Consistent with situated theories of learning the teachers emphasize three important dimensions: the opportunity to assume the role of observer in one’s own classroom the opportunity to experience a curricular innovation in the classroom and the need to make joint pedagogical decisions.

Citation

Chazan, D., Ben-chaim, D., Gormas, J., Schnepp, M., Lehman, M., Callis bethell, S. & Neurither, S. Shared teaching assignments in the service of mathematics reform: situated professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 14(7), 687-702. Elsevier Ltd. Retrieved October 18, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(98)00022-5