Changes in Teachers' Discourse about Students in a Professional Development on Learning Trajectories

Autor/inn/en	Wilson, P. Holt; Sztajn, Paola; Edgington, Cyndi; Webb, Jared; Myers, Marrielle
Titel	Changes in Teachers' Discourse about Students in a Professional Development on Learning Trajectories
Quelle	In: American Educational Research Journal, 54 (2017) 3, S.568-604 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
Schlagwörter	Teacher Attitudes; Discourse Analysis; Mathematics Instruction; Faculty Development; Learning Processes; Mixed Methods Research; Elementary School Teachers; Elementary School Students; Mathematics Achievement; Learning Theories; Data Analysis; Teacher Expectations of Students; Speech Acts + Suchen Sie Ihr Suchwort? Lehrerverhalten; Diskursanalyse; Mathematics lessons; Mathematikunterricht; Learning process; Lernprozess; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning theory; Lerntheorie; Auswertung; Sprechakt
Abstract	This study examines teachers' discussions in a professional development setting to understand the ways in which learning a mathematics learning trajectory may change aspects of their discourse about students as learners. Using mixed methods, we bring together two theoretical frames that use a Vygotskian perspective on learning to analyze professional discussions among 22 elementary-grade teachers participating in a yearlong, 60-hour mathematics professional development program. Results indicate that over time, some discursive patterns for explaining students' academic performance changed to incorporate the trajectory, while others remained unaffected. Whereas this change transformed one of the patterns in a way that led to new explanations for student performance, another pattern changed only slightly and was still used to express the same explanations for performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01