Tensions in equity- and reform-oriented learning in teachers' collaborative conversations |
| |
| Affiliation: | 1. Radboud Teachers'' Academy, Nijmegen, The Netherlands;2. Beit-Berl College, The University of Haifa, Israel;3. Norwegian University of Science and Technology (NTNU), Norway;4. University of Bergen, Norway;1. University of Hawaii, Manoa, Institute for Teacher Education, Everly Hall Room 222A, 1776 University Ave, Honolulu, HI 96822, United States;2. University of New Mexico, Department of Language Literacy and Sociocultural Studies, MSC05 3040, Albuquerque, NM 87131, United States;1. Virginia Commonwealth University, Department of Foundations of Education, 1015 W. Main Street, P.O. Box 842020, Oliver Hall, Room 4074, Richmond, VA 23284, USA;2. California State University East Bay, Department of Educational Leadership, 25800 Carlos Bee Blvd., Hayward, CA 94542, USA;3. California State University East Bay, Department of Earth and Environmental Sciences, 25800 Carlos Bee Blvd., Hayward, CA 94542, USA;4. Alameda County Office of Education, 313 W. Winton Ave., Hayward, CA 94544, USA;5. California State University East Bay, Institute for STEM Education, 25800 Carlos Bee Blvd., South Science 142, Hayward, CA 94542, USA;1. Boston University School of Education, Two Silber Way, Boston, MA, United States;2. University of Washington College of Education, United States |
| |
| Abstract: | This paper explores how teachers' collaborative conversations afford and constrain their learning opportunities, through the close analysis of an interaction between equity-oriented mathematics teachers who were working together. The analysis reveals that although the group seemed like an ideal professional learning community in many ways, the teachers were frequently caught in tensions between restrictive and inclusive discourses about mathematical competence. The existence of these tensions presented opportunities for the teachers to learn, but teachers' framings of their own collaborative work stifled these opportunities. This paper contributes to understanding the challenges of equity- and reform-oriented learning in teachers' professional communities. |
| |
| Keywords: | Communities of practice Mathematics education Educational change Discourse analysis |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
