國立虎尾科技大學 |

Framing an Ecological Perspective on Mathematics Teachers' Collaborative Sensemaking as Professional Development.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Framing an Ecological Perspective on Mathematics Teachers' Collaborative Sensemaking as Professional Development./
作者:	Ehrenfeld, Nadav.
面頁冊數:	1 online resource (137 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9798351420677

Framing an Ecological Perspective on Mathematics Teachers' Collaborative Sensemaking as Professional Development.
Ehrenfeld, Nadav.

Framing an Ecological Perspective on Mathematics Teachers' Collaborative Sensemaking as Professional Development. - 1 online resource (137 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--Vanderbilt University, 2022.

Includes bibliographical references

From a teacher's perspective, teacher learning happens through a complex web of learning experiences. However, research on teacher professional development (PD) typically focuses on the direct influence of single activities or programs. PD researchers less often acknowledge the interactive impacts on teacher learning of the multiple experiences teachers have in different contexts. This dissertation works toward a more thoroughgoing ecological framing of teacher PD by bringing forth three dimensions of teacher learning that are often overlooked: scope, interconnectedness, and temporality. The dissertation centers on the type of design that is widely considered high-quality PD - namely, experiences that are collaborative and situated in teachers' instructional context - and considers those experiences from the perspective of these three dimensions. In the first conceptual part of the dissertation, I build on sociocultural, ecological, and complexity theories to frame and operationalize an ecological framework for analysis of teachers' conversations. In the second empirical part of the dissertation, I use data from Project SIGMa (Horn & Garner, 2022). The overall project was a research-practice partnership with a PD organization, where we used video to support secondary mathematics teachers' teams in improving their practice. The analysis investigates the role of teachers' previous professional experiences in their collaborative sensemaking. The analysis focuses on two teacher teams, highlighting moments in which teachers invoke previous experiences and resources from remote settings and provides a proof of concept for their transformative potential. I elaborate on how these resources are used across contexts in conversations (interconnectedness), what they are and where they come from (scope), and when they arise in teachers' sensemaking (temporality). The empirical investigation illustrates the ecological framework and its affordances. The focus on scope allows researchers to name and distinguish contexts that are salient to their different studies. The focus on interconnectedness uncovers the interactive relationship between the immediate and broader PD contexts. Finally, the focus on temporality affords the understanding of different phases in learning and extends linear conceptions of progress. Together, these dimensions portray a rich conceptualization of the ways teachers make sense of PD and incorporate changes into their instruction, providing numerous implications for teacher education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798351420677Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

Teacher professional developmentIndex Terms--Genre/Form:

554714
Electronic books.

Framing an Ecological Perspective on Mathematics Teachers' Collaborative Sensemaking as Professional Development.
LDR:03940ntm a22003737 4500 001 1144127
005 20240603070935.5
006 m o d
007 cr mn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798351420677
035 $a (MiAaPQ)AAI29920303
035 $a (MiAaPQ)0242vireo1195Ehrenfeld
035 $a AAI29920303
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Ehrenfeld, Nadav. $3 1469050
245 1 0 $a Framing an Ecological Perspective on Mathematics Teachers' Collaborative Sensemaking as Professional Development.
264 0 $c 2022
300 $a 1 online resource (137 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
500 $a Advisor: Horn, Ilana S.
502 $a Thesis (Ph.D.)--Vanderbilt University, 2022.
504 $a Includes bibliographical references
520 $a From a teacher's perspective, teacher learning happens through a complex web of learning experiences. However, research on teacher professional development (PD) typically focuses on the direct influence of single activities or programs. PD researchers less often acknowledge the interactive impacts on teacher learning of the multiple experiences teachers have in different contexts. This dissertation works toward a more thoroughgoing ecological framing of teacher PD by bringing forth three dimensions of teacher learning that are often overlooked: scope, interconnectedness, and temporality. The dissertation centers on the type of design that is widely considered high-quality PD - namely, experiences that are collaborative and situated in teachers' instructional context - and considers those experiences from the perspective of these three dimensions. In the first conceptual part of the dissertation, I build on sociocultural, ecological, and complexity theories to frame and operationalize an ecological framework for analysis of teachers' conversations. In the second empirical part of the dissertation, I use data from Project SIGMa (Horn & Garner, 2022). The overall project was a research-practice partnership with a PD organization, where we used video to support secondary mathematics teachers' teams in improving their practice. The analysis investigates the role of teachers' previous professional experiences in their collaborative sensemaking. The analysis focuses on two teacher teams, highlighting moments in which teachers invoke previous experiences and resources from remote settings and provides a proof of concept for their transformative potential. I elaborate on how these resources are used across contexts in conversations (interconnectedness), what they are and where they come from (scope), and when they arise in teachers' sensemaking (temporality). The empirical investigation illustrates the ecological framework and its affordances. The focus on scope allows researchers to name and distinguish contexts that are salient to their different studies. The focus on interconnectedness uncovers the interactive relationship between the immediate and broader PD contexts. Finally, the focus on temporality affords the understanding of different phases in learning and extends linear conceptions of progress. Together, these dimensions portray a rich conceptualization of the ways teachers make sense of PD and incorporate changes into their instruction, providing numerous implications for teacher education.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Mathematics education. $3 1148686
653 $a Teacher professional development
653 $a Teacher collaborative learning
653 $a Ecological theories
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0280
710 2 $a Vanderbilt University. $3 1178871
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 84-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29920303 $z click for full text (PQDT)