Collaboration around observation of teaching: Powerful professional learning

Louise Mary Hodgson

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

Abstract

This study investigated a group of six junior primary school teachers’ learning as they collaboratively inquired into teaching practice they observed together. The focus of the study was on understanding how teachers collaborated around observed teaching practice to improve their pedagogy. The design involved four iterative stages of co-planning, observation, analysis and reflection. Results indicated a shift in participation of group members from seeing themselves as passive observers to active designers proposing improvements in teaching practice to their colleagues. An implication is that collaborative observation and reflection on teaching situated within the enactment of challenging tasks can be effective in supporting teachers to make sense of teaching in new ways.
Original languageEnglish
Title of host publicationOpening up mathematics education research
Subtitle of host publicationProceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia
EditorsBruce White, Mohan Chinnappan, Sven Trenholm
Place of PublicationAdelaide SA Australia
PublisherMathematics Education Research Group of Australasia
Pages293-300
Number of pages8
ISBN (Print)9781920846299
Publication statusPublished - 2016
EventAnnual conference of the Mathematics Education Research Group of Australasia 2016 - Adelaide, Australia
Duration: 3 Jul 20167 Jul 2016
Conference number: 39th
https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2016_MERGA_Conference_Proceedings.aspx (Proceedings)

Conference

ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2016
Abbreviated titleMERGA 2016
CountryAustralia
CityAdelaide
Period3/07/167/07/16
Internet address

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