Shared teaching assignments in the service of mathematics reform: situated professional development
Daniel Chazan, David Ben-chaim, Jan Gormas, Martin Schnepp, Michael Lehman, Sandra Callis bethell, Steven Neurither
TATE Volume 14, Number 7 ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.