Teacher learning in and from practice : the case of a secondary mathematics teacher

Download
index.pdf
2013
Çelebi İlhan , E. Gül
Show full item record
136
views
125
downloads
The purpose of this research was to explore teacher learning in and from practice while inquiring their own classroom instruction/practice. Teacher professional development or learning opportunities have been receiving criticisms regarding their limitations in responding teacher’s needs all around the world. Besides, with the rise of discursive research in mathematics education what teachers say and how they say it within classrooms is believed to play an important role on students’ mathematical learning. The investigation was held with a high school mathematics teacher who was conducting an inquiry of her practice and focused on her learning via her discourse on and within discursive practices of her mathematics classes. Data collection utilized videotaped classroom observations and teacher interviews and teacher reflection documents. Analysis of data comprised of various methodologies consisted of narrative analysis, a combination of Systemic Functional Linguistics and Commognition theories and Michel Foucault’s toolbox which provided theoretical tools of discourse analysis to gain new ways to look the subject under investigation. Results provided a better understanding of teacher learning as a social practice. Three themes emerged as teacher’s accounts of her own practice including: discursive practices, knowing in practice and inquiry of own practice. Furthermore, all three of teacher’s mathematical, social and pedagogical discourses has been found to evolve and differentiate during teacher’s inquiry process. This study indicated that such a design of teacher’s inquiry of her own practice can be beneficial for supporting and generating teacher learning at both in pre-service and in-service levels.
Education, Secondary., Science, Mathematics, Teachers, Discourse analysis., Functionalism (Linguistics).
http://etd.lib.metu.edu.tr/upload/12615964/index.pdf
https://hdl.handle.net/11511/22823
Graduate School of Natural and Applied Sciences, Thesis

Suggestions

Teacher self-regulation: examining a multidimensional construct
Çapa Aydın, Yeşim; Sungur, Semra; Kondakçı, Esen (Informa UK Limited, 2009-01-01)
This study aimed to develop and validate an instrument to assess the multidimensional nature of teacher self-regulation. A nine-factor structure was proposed: goal setting, intrinsic interest, performance goal orientation, mastery goal orientation, self-instruction, emotional control, self-evaluation, self-reaction, and help-seeking. Through a series of confirmatory factor analyses with different samples, this nine-factor structure was supported. Reliability estimates were also satisfactory. Further validat...
Elementary school teachers' views about their implementation of the assessment techniques recommended in the new mathematics curriculum
Uçar, Nihan; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2007)
The purpose of this study was to investigate the views of elementary school teachers about their implementation of assessment techniques recommended in the new mathematics curriculum. The study was conducted with 306 elementary school teachers from 29 public schools in Kırıkkale, Malatya and Ankara in the 2006-2007 academic year. ‘Opinions about Assessment Questionnaire’ was used as the instrument for assessing the opinions of the teachers about assessment techniques offered in new mathematics curriculum. T...
Online professional development program for science teachers: a case study
Ateşkan, Armağan; Özden, M. Yaşar; Department of Computer Education and Instructional Technology (2008)
The aim of this study was to investigate science teachers’ perceptions about the online teacher professional development (oTPD) program. The research study included two consecutive steps. The first step was related to the design of the oTPD program. With the help of related literature, examples of oTPD programs and expert opinions, an oTPD program was designed. In the second step, ten of the alumni of Bilkent University Graduate School of Education Biology Teacher Education Program participated in a ten wee...
Teacher-learners' engagement in the reconceptualization of second language acquisition knowledge through inquiry
Selvi, Ali Fuad; Martin-Beltran, Melinda (2016-12-01)
For decades, teacher educators have struggled to better prepare teachers who critically understand and utilize second language acquisition (SLA) theory and research. Using a sociocultural theoretical framework that positions teacher-learners as active users and producers of SLA theory, this study explores how teacher-learners in two sections of one capstone SLA course (offered in a graduate-level TESOL/World Language teacher education program) construct their SLA knowledge and praxis. We used thematic conte...
Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes
Hatisaru, Vesife; Erbaş, Ayhan Kürşat (Springer Science and Business Media LLC, 2017-04-01)
The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers and students, follow-up interviews with teachers, and classroom observations. Findings indicated that teachers' MKT and students' learning outcomes were related to...
Citation Formats
E. G. Çelebi İlhan, “Teacher learning in and from practice : the case of a secondary mathematics teacher,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.
METU IIS - Integrated Information Service open@metu.edu.tr