Professional Development

Classroom Videos from Disruptions in Ecosystems Unit

Kastel, D. (2017, August 25). Classroom videos from disruptions in ecosystems unit [Blog post]. Retrieved from https://www.teachingchannel.org/blog/2017/08/25/ngss-from-theory-to-prac...

Author/Presenter: 
Dora Kastel
Year: 
2017
Short Description: 
This blog post includes the link to 4 videos of teachers using the project's middle school ecosystems unit.

Science as experience, exploration, and experiments: elementary teachers’ notions of ‘doing science’

Much of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science

Author/Presenter: 
Ashley N. Murphy
Melissa J. Luna
Malayna B. Bernstein
Year: 
2017
Short Description: 
This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science – both in and out of schools – throughout their lives. This work demonstrates that teachers’ storied lives are important for educational researchers and teacher educators, as they reveal elements of teaching knowledge that may be productive and resourceful for refining teachers’ science practice.

Using a video club design to promote teacher attention to students' ideas in science

Science education stakeholders worldwide are engaged in efforts to support teachers' noticing and making sense of students' thinking in science. Here we introduce the design of a science teaching video club and present a study of its implementation. The current design extends prior research on video clubs as a form of professional development for supporting mathematics teachers. Results indicate that the current design supported science teachers in noticing and discussing students' thinking in sustained and meaningful ways.

Author/Presenter: 
Melissa J. Luna
Miriam Gamoran Sherin
Year: 
2017
Short Description: 
In this article, authors introduce the design of a science teaching video club and present a study of its implementation.
Resource(s): 

Teacher learning in a combined professional development intervention

The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge. Most discussions pertained to student conceptions (78%), followed by pedagogy (19%). Discussion of students' prior knowledge surfaced only when talking about student conceptions or pedagogy.

Author/Presenter: 
Gloriana González
Lisa Skultety
Year: 
2018
Short Description: 
The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge.

How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers

Lee, J., Kim, J-H., Kim, S-M., & Lim, W. (2018). How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers. Teaching and Teacher Education, 69, 275–288. doi: 10.1016/j.tate.2017.10.010

Author/Presenter: 
Ji-Eun Lee
Jinho Kim
Sangmee Kim
Woong Lim
Lead Organization(s): 
Year: 
2018
Short Description: 
This article focused on equitable mathematics instruction for U.S. and Korean preservice teachers.

Moving toward approximations of practice in teacher professional development: Learning to summarize a problem-based lesson

González, G. (2018). Moving toward approximations of practice in teacher professional development: Learning to summarize a problem-based lesson. In R. Zazkis, & P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 115–146). New York, NY: Springer.

Author/Presenter: 
Gloriana González
Year: 
2018
Short Description: 
This article focuses on problem-based lessons in teacher professional development.

Directing focus and enabling inquiry with representations of practice: Written cases, storyboards, and teacher education

We discuss affordances and liabilities of using a storyboard to depict a written case of a teacher’s dilemma that involves race, opportunity to learn, and student community. We rely on reflections by the teacher educator who authored the written case and later depicted it as a storyboard to use it with his preservice teachers (PSTs).

Author/Presenter: 
Patricio Herbst
Nicolas Boileau
Lawrence Clark
Daniel Chazan
Lead Organization(s): 
Year: 
2017
Short Description: 
In this conference paper, authors discuss affordances and liabilities of using a storyboard to depict a written case of a teacher’s dilemma that involves race, opportunity to learn, and student community.

Designing Simulations to Learn About Pre-service Teachers’ Capabilities with Eliciting and Interpreting Student Thinking

This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking. We present a simulation assessment and show what a performance on that assessment can reveal about a pre-service teacher’s eliciting and interpreting skills, as well as their mathematical knowledge for teaching. We consider the specific design features that make it possible to appraise pre-service teachers’ capabilities.

Author/Presenter: 
Meghan Shaughnessy
Timothy Boerst
Lead Organization(s): 
Year: 
2018
Short Description: 
This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking.

Examining the Mathematical Knowledge for Teaching of Proving in Scenarios Written by Pre-service Teachers

In this chapter, we examine what aspects of Mathematical Knowledge for Teaching of Proving (MKT-P) can be observed in written scenarios of classroom interactions, produced by pre-service teachers (PSTs) of mathematics. A group of 27 elementary and middle school PSTs completed an online interactive module, intended to trigger reflection on, and crystallization of their knowledge of the roles of examples in proving.

Author/Presenter: 
Orly Buchbinder
Alice Cook
Year: 
2018
Short Description: 
This chapter examines what aspects of Mathematical Knowledge for Teaching of Proving (MKT-P) can be observed in written scenarios of classroom interactions, produced by pre-service teachers of mathematics.

Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking

Although teacher education is the formal means by which novices are prepared for teaching, they come having already had significant experience in schools. Preservice teachers have formed habits of “teaching” which influence their learning to teach. This article reports a study of the specific knowledge of and skills with teaching practice that novices bring to teacher education with respect to one teaching practice, eliciting student thinking in elementary mathematics, and describes the use of a standardized teaching simulation to learn about novices’ skills.

Author/Presenter: 
Meghan Shaughnessy
Timothy A. Boerst
Lead Organization(s): 
Year: 
2018
Short Description: 
This article reports a study of the specific knowledge of and skills with teaching practice that novices bring to teacher education with respect to one teaching practice, eliciting student thinking in elementary mathematics, and describes the use of a standardized teaching simulation to learn about novices’ skills.

Pages

Subscribe to Professional Development