Looking at student work has increased in popularity in mathematics teacher professional development as a promising means of supporting teachers learning. However, up to this point, little conceptual work has been done to articulate the theoretical underpinning of this approach. In this dissertation, my goal is to reconceptualize the role of student work by drawing on a longitudinal professional development with a group of middle-school mathematics teachers. Central to the reconceptualization that I propose is the articulation of the relations between teachers learning in professional development and their practice in the classroom. In my view, designs for supporting teachers learning necessarily involve suppositions and assumptions about such relations. These suppositions and assumptions shape not merely the goals for teachers learning but the means of supporting and organizing it. The proposed reconceptualization centers on a bi-directional interplay that examines in juxtaposition teachers learning in professional development and their practice in the classroom.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-01182011-151150 |
| Date | 19 January 2011 |
| Creators | Zhao, Qing |
| Contributors | Thomas Smith, Martin Simon, Paul Cobb, Rogers Hall, Ilana Horm |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-01182011-151150/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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