Typically teachers experience professional development as something that is presented with minimal opportunity for teacher choice and decision-making. Yet when teachers have the opportunity to go beyond the conventional discussion of "what works" and instead pursue questions about their classroom practices and the factors that shape it, teachers experience a new source of motivation and transform the way in which they view themselves and their work.
This qualitative research study explores teacher research as a meaningful form of professional development. It is centered on eight middle school mathematics teachers who reflect about their participation in a mathematical discourse project and their individual efforts of conducting teacher research. Two broad questions frame this study: Why do teachers choose to come together for professional development? What does it mean to do teacher research as professional development? In order to pursue this dissertation topic, I used focus-group and individual interviews to gather data.
Three significant findings are related to reflective practice, collaborative learning, and teacher identity. This study shows that when teachers reflect within a supportive community on their beliefs and on their practices as revealed by videotape, the comparison can serve as a catalyst for classroom research. The teacher-research experience provided a means by which the teachers reimaged themselves as knowers and interpreters of their classroom practices. This study has implications for administrators, mathematics supervisors, and teachers who are interested in understanding issues related to teacher research and professional development.
|Advisor:||Bloom, Leslie R., Drake, Corey|
|Commitee:||Colbert, James, Herbel-Eisenmann, Beth, Zachary, Loren|
|School:||Iowa State University|
|Department:||Curriculum and Instruction|
|School Location:||United States -- Iowa|
|Source:||DAI-A 70/05, Dissertation Abstracts International|
|Subjects:||Teacher education, Curriculum development|
|Keywords:||Classroom research, Middle school teachers, Practitioner research, Professional development, Teacher research, Teaching|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be