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Learning Through Teaching Mathematics pp 209–225Cite as

On Rapid Professional Growth: Cases of Learning Through Teaching

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Part of the book series: Mathematics Teacher Education ((MTEN,volume 5))

Abstract

In my work with teachers I have observed a phenomenon of profound and rapid changes in practice. A deeper look at this phenomenon has revealed that there are nuances to it that go beyond the nature of the change itself. In a significant number of these cases the phenomenon can be attributed more to the teachers’ classroom experiences than to their inservice education experiences. In this chapter, I first introduce these cases and then use them to argue for a change in perspective when thinking about, and working in, the professional development setting.

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Notes

  1. 1.

    It should be noted that the main distinction between a methodology of noticing and a methodology of practitioner inquiry is that noticing does not presuppose a research question. It is a methodology of attending to the unfolding of the situation while being attuned to the occurrence of phenomena of interest.

  2. 2.

    Rapid and profound are relative terms. What is rapid for one person is not for another. Likewise, what is profound for one is not for another. In general, a transformation is deemed to be profound if a teacher’s new practice is both visibly and invisibly different. That is, there are substantial differences evident from the perspective of an outside observer AND the teacher claims to have undergone a substantial change within how they view their teaching. In practice, this transformation is seen as being rapid if the bulk of the transformation occurs within a period of less than one month.

  3. 3.

    The grounded theory approach that is used to spawn the six themes is not sufficient for analyzing the themes. At the same time, each theme, although not discrete, is distinct enough to be seen as its own phenomenon. As such, each theme is analyzed using the theoretical framework most relevant to its particular characteristics.

  4. 4.

    In my research, I distinguish between cases and narratives. Although both generated in the tradition of narrative inquiry (Clandinin, 1992; Clandinin & Connelly, 1996) cases and narratives are written for different purposes. Narratives are written in the first person and are meant to capture some of the hidden aspects of a teacher’s practice such as beliefs, anxieties, intentions, and goals. These are deeply personal aspects and require close relationships and deep trust in order to be produced. Cases, on the other hand, are written in the third person and deal more with the visible aspects of teaching such as lesson routines and assessment schemes. They may also include personal aspects such as goals, but these are usually aspects that are freely given or espoused. In all cases, both narratives and cases are shared with participants as a way to both enrich the descriptions and confirm their validity.

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Authors and Affiliations

  1. Simon Fraser University, Burnaby, BC, Canada

    Peter Liljedahl

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  1. Peter Liljedahl
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Correspondence to Peter Liljedahl .

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Editors and Affiliations

  1. Faculty of Education, University of Haifa, Haifa, 31905, Israel

    Roza Leikin

  2. Fac. Education, Simon Fraser University, University Drive 8888, Burnaby, V5A 1S6, British Columbia, Canada

    Rina Zazkis

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Liljedahl, P. (2010). On Rapid Professional Growth: Cases of Learning Through Teaching. In: Leikin, R., Zazkis, R. (eds) Learning Through Teaching Mathematics. Mathematics Teacher Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3990-3_11

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