Teachers' engagement with student mathematical agency and authority in school-based professional learning

被引：1

作者：

Dyer, Elizabeth B. ^{[1
]}

Jarry-Shore, Michael ^{[2
,3
]}

Fong, Alissa ^{[2
]}

Deutscher, Rebecca ^{[2
]}

Carlson, Janet ^{[2
]}

Borko, Hilda ^{[2
]}

机构：

[1] Univ Tennessee, Theory & Practice Teacher Educ, 1126 Volunteer Blvd, Knoxville, TN 37996 USA

[2] Stanford Univ, Ctr Support Excellence Teaching, 520 Galvez Mall,Suite 531, Stanford, CA 94305 USA

[3] Boise State Univ, Boise, ID 83725 USA

来源：

TEACHING AND TEACHER EDUCATION | 2023年 / 121卷

基金：

美国国家科学基金会;

关键词：

Mathematics education; Inservice teacher education; Teacher collaboration; Student empowerment; Partnerships in education; Video technology; THINKING; DISCUSSIONS; CLASSROOMS; COMMUNITY; KNOWLEDGE; EDUCATION; IDEOLOGY; CULTURE; CONTEXT; LESSON;

D O I：

10.1016/j.tate.2022.103881

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Professional learning can support teachers in developing their understanding of how to position students as agentic and authoritative - a rarity in most classrooms. We analyzed teachers' discourse during professional development focused on agency and authority in middle school mathematics classrooms. We found that teachers frequently engaged with ideas related to student agency and authority. Though less common, episodes in which teachers constructed new ideas and critiqued existing ones indicate that using activity prompts, practicing responsive facilitation, normalizing critical stances, and positioning frameworks as tentative are important for supporting deeper engagement with ideas related to student agency and authority. (c) 2022 Elsevier Ltd. All rights reserved.

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页数：16

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