|Published online: June 3, 2014||$US5.00|
Large-scale education reforms tend to ignore micro-level details particular to individual school settings. Such top-down reforms also reflect a one-time and one-size-fits-all approach. Sustained and collaborative opportunities cultivating the development of teacher knowledge through reflecting on and inquiring about teaching practices are rare. The purpose of this study is to build a school-level model guiding the development of such teacher knowledge. A developmental research design, which incorporated a single-exploratory case, guided the methodology. The case involved a sixth-grade mathematics teacher participating in a statewide Project-based Learning (PBL) initiative, provided by the West Virginia Department of Education. The teacher developed and implemented a PBL lesson. The analysis of classroom observation notes and interviews with the teacher helped identify an existing professional development model that resonated with the current case, consisting of both statewide and school-based structures. By using an epistemology of teacher knowledge and drawing from literature on video clubs, we articulated a modified model promoting teachers’ collaborative inquiries.
|Keywords:||Professional Development, Teacher Knowledge, Project-based Learning, Mathematics, PBL|
The International Journal of Adult, Community and Professional Learning, Volume 20, Issue 3, June 2014, pp.25-37. Article: Print (Spiral Bound). Published online: June 3, 2014 (Article: Electronic (PDF File; 781.284KB)).
Associate Professor, Learning Sciences and Human Development, West Virginia University, Morgantown, WV, USA
Assistant Professor, Curriculum and Instruction/Literacy Studies, West Virginia University, Morgantown, West Virginia, USA