TY - JOUR
T1 - Teachers’ engagement with student mathematical agency and authority in school-based professional learning
AU - Dyer, Elizabeth B.
AU - Jarry-Shore, Michael
AU - Fong, Alissa
AU - Deutscher, Rebecca
AU - Carlson, Janet
AU - Borko, Hilda
N1 - This material is based upon work supported by the National Science Foundation under Grant No. DRL-1417261. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. We thank Florencia Gomez, Graham Livesay, Suki Jones Mozenter, Anthony Muro Villa III, and Molly Simpson for assisting in the research, as well as our district partners for their guidance in conducting the research and inviting us into their work.
This material is based upon work supported by the National Science Foundation under Grant No. DRL-1417261 . Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. We thank Florencia Gomez, Graham Livesay, Suki Jones Mozenter, Anthony Muro Villa III, and Molly Simpson for assisting in the research, as well as our district partners for their guidance in conducting the research and inviting us into their work.
PY - 2023/1
Y1 - 2023/1
N2 - 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.
AB - 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.
KW - Inservice teacher education
KW - Mathematics education
KW - Partnerships in education
KW - Student empowerment
KW - Teacher collaboration
KW - Video technology
UR - http://www.scopus.com/inward/record.url?scp=85140957917&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85140957917&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2022.103881
DO - 10.1016/j.tate.2022.103881
M3 - Article
AN - SCOPUS:85140957917
SN - 0742-051X
VL - 121
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
M1 - 103881
ER -