situating teacher learning in the practice of science and mathematics teaching monica hartman...
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Situating Teacher Learning in the Practice of Science and
Mathematics Teaching
Monica HartmanUniversity of Michigan
May 28, 2004
Problems New content and pedagogy for students
require new content and pedagogy for teachers
Teaching is a cultural activity (Stigler & Hiebert, 1999)
Individualism, presentism and conservatism characterize the role of teaching (Grossman, Wineburg, & Woolworth, 2001; Lortie, 1975)
Apprenticeship of observation (Lortie, 1975)
No shared knowledge base for teachers. Teachers do not look to research. (Hiebert, Gallimore, Stigler, 2002: Richardson & Placier, 2001)
Problems
Teachers are a key to educational reform. (Cohen & Ball, 1990; Hiebert & Stigler, 2000)
Traditional methods of professional development are decontextualized and a patchwork of opportunities stitched together into a fragmented and incoherent curriculum. (Ball & Cohen, 1999)
Questions
How does a collaborative professional development experience, situated in teachers’ own practice, help elementary public school teachers develop their knowledge of teaching?
Sub Questions
1. What are the characteristics of these teachers’ engagement in a collaborative examination of practice?
2. What challenges do they face?3. Why do some teachers stay and other
teachers leave?4. What do these teachers appear to be
learning about content, pedagogy and their students?
Theoretical Framework
Three bodies of work inform my study Knowledge is situated, social and
distributed (Brown, Collins & Duguid, 1989; Putnam & Borko, 2000)
Conceptual change (Posner, Strike, Hewson & Gertzog, 1982)
The role of professional development in educational reform (Ball & Cohen, 1999)
Standards for Professional Development
Inquiry based, with time for reflection and analysis
Community of learners Involve meaningful conversations, a
discourse for inquiry Authentic and address needs and
concerns of participants Sustained over time
Japanese Lesson Study
Lesson study is responsible for the change in Japanese science education from the teacher-centered telling approach to a problem solving approach
(Lewis & Tsuchida, 1997)
Stigler and Hiebert identify Japanese Lesson Study as a possible model of professional development for systemic school improvement .
(Stigler & Hiebert, 1999)
Lesson Study Process
Determine long term and short term goals
Collaboratively plan a research lesson Implement lesson with other teachers as
observers Discuss and analyze research lesson Re-teach revised lesson
Participants
Small suburban district outside major city Six half-day sessions for each group Mathematics – Fifth Grade
• Greenfield (n=2)
• Forest Hills (n=4) Science Group – Fourth Grade
• Greenfield (n=2)
• Forest Hills (n=3)
Method
Qualitative analysis Constant comparison process Researcher’s role: Participant-observer Analysis Tool – Hyper Research
Data Sources
Audio tapes of planning and feedback sessions
Video tapes of lesson implementations Audio tapes of pre and post interviews Direct observations, field notes and
journal entries CoWeb Journal pages
Challenges
Three themes developed during analysis of these data that represent the challenges that faced these teachers:
Time Talk Individualism
Time
Too much to teach, too little time Control what they do with their time Need time to construct meaning and
process new learning Influence of cultural perspective of what
teachers should be doing with their time Taking time to collaborate was
expressed as a major benefit
Talk
Small talk developed into more meaningful conversations during the planning sessions
Teachers thought they would have no problem offering critical feedback, but found it difficult
Teachers with more content knowledge were more critical during feedback session
Individualism
Concern for self rather than others is problematic – puts an end to debate and closes the door to change
Pseudocommunities – individuals working with other individuals where everyone must agree. Challenges are against the rules
Role versus personal orientations to teaching
Patterns in the Group of Teachers Who Stayed
Dissatisfaction with learning outcomes of students
Collegial atmosphere already existed Trust in relationship with facilitator Teacher talk between sessions was
positive and supportive Were not assigned role of teacher too
soon
Patterns in the Group of Teachers Who Left
Substitute problems Already out of classroom for personal
reasons and professional development Didn’t know where this program was going in
the district Having a more experienced teacher watch
you teach was intimidating The school climate was not collegial Teachers did not know me as well
Building Community Knowledge: Subject Matter
Mathematics Lesson• Could not give real world example of fraction times a
fraction
• Wanted to postpone that topic to sixth grade
• Thought it was division Science Lesson
• Admitted they never ask their students to draw a conclusion during their science lesson
• Didn’t know what was an appropriate conclusion for the lesson
Building Community Knowledge:Teaching
Students need time to discuss concepts so don’t feel like you are wasting time when giving students that extra time
Journals allowed for you to see student thinking and how it develops through the lesson
Use of manipulatives
Building Community Knowledge:Students Collaborative skills
• Group talk was more productive than it sounds• Leaders developed within their groups• Students had good discussions in their group
Student learning• Students who were otherwise failing were leading their
groups in understanding concepts in science• Students were having a difficult time in finding fractions of a
set What teachers saw in the classroom did not match
their expectations• Students were on task, noise was productive• Teacher’s talk in lunchroom painted a different picture of
what was really happening in the classroom
Conclusion
Structures are present in this type of professional development that allow teachers opportunities to learn
Changes will not happen by introducing professional development like Lesson Study
Not all teacher groups are ready for a collaborative investigation of practice
Conclusion
The challenges of time, talk and individualism are resilient
Some teachers could work around it, but for changes to occur more reliably, challenges need to be addressed more directly in the design of professional development.
Conclusion
Groups that are more collegial have a better chance of succeeding in this type of professional development.
Teachers who are dissatisfied with the learning outcomes of their students are more inclined to see a need to learn something new.
The group leader needs to establish credibility and trusting relationships among the members.
Time should be scheduled during their work day
Conclusion
Future research should seek to identify how best to overcome the challenges of time, talk and individualism.