Abstract
In this paper, we draw on Wenger’s (1998) conception of communities of practice to observe the emergence of a community of practice among middle grades mathematics teachers who participated in a two-year blended-format (online synchronous, online asynchronous, and face to face) professional development program designed to increase middle-grades mathematics teachers’ content and pedagogical content knowledge, as well as foster the evolution of local communities of practices. Results indicate that the professional development program supported the development of a community of practice among a subset of participating teachers, while others failed to develop what constitutes a community of practice. Issues related to professional development design in light of these findings are discussed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Notes
All school and teacher names are pseudonyms.
References
Appalachian Mathematics and Science Partnership (2007). AMSP goals Retrieved August 8, 2007, from http://www.appalmsp.org/.
Ball, D. L. (1996). Teacher learning and the mathematics reforms: what we think we know and what we need to learn. Phi Delta Kappan, 77(7), 500–508.
Barab, S., MaKinster, J., & Scheckler, R. (2004). Designing system dualities. Designing for virtual communities in the service of learning, 3–15.
Beckmann, C., Wells, P., Gabrosek, J., Billings, E., Aboufadel, E., Curtiss, P., et al. (2004). Enhancing the mathematical understanding of prospective teachers: Using Standards-based, grades K-12 activities. In R. Rubenstein & G. Bright (Eds.), Perspectives on the teaching of mathematics (pp. 151–163). Reston: National Council of Teachers of Mathematics.
Boaler, J., & Humphreys, C. (2005). Connecting mathematical ideas: Middle school video cases to support teaching and learning. Portsmouth: Heinemann.
Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33(8), 3–15.
Cady, J., & Rearden, K. (2009). Delivering online professional development in mathematics to rural educators. Journal of Technology and Teacher Education, 17(3), 18.
Cobb, P., McClain, K., Lamberg, T., & Dean, C. (2003). Situated teachers’ instructional practices in the institutional setting of the school and district. Educational Researcher, 32(6), 13–24.
Franke, M. L., & Kazemi, E. (2001). Learning to teach mathematics: focus on student thinking. Theory into Practice, 40(2), 102–109.
Franke, M. L., Carpenter, T., Levi, L., & Fennema, C. (2001). Capturing teachers' generative change: a follow-up study of teachers' professional development in mathematics. American Educational Research Journal, 38(3), 653–689.
Gabriel, R. (2010). The case for differentiated professional support: toward a phase theory of professional development. Journal of Curriculum and Instruction, 4(1), 86–95.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.
Gomez, C. (2002). The struggles of a community of mathematics teachers: Developing a community of practice. In A. Cockburn & A. Nardi (Eds.), Proceedings of the 26th annual conference of the international group for the psychology of mathematics education (Vol. 3, pp. 9–16). Norwich: University of East Anglia.
Goos, M., & Bennison, A. (2008). Developing a communal identity as beginning teachers of mathematics: emergence of an online community of practice. Journal of Mathematics Teacher Education, 11(1), 41–60.
Graven, M. (2004). Investigating mathematics teacher learning within an in-service community of practice: the centrality of confidence. Educational Studies in Mathematics, 57(2), 177–211.
Greeno, J. G., & the Middle School Mathematics through Applications Group. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 5–26.
Hodges, T. E., & Cady, J. A. (2012). Negotiating contexts to construct an identity as a mathematics teacher. The Journal of Educational Research, 105(2), 112–122.
Hough, B., Smithey, M., & Evertson, C. (2004). Using computer-mediated communication to create virtual communities of practice for intern teachers. Journal of Technology and Teacher Education, 12(3), 361–387.
Krainer, K. (2003). Teams, communities & networks. Journal of Mathematics Teacher Education, 6(2), 93–105.
Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia: Research for Better Schools.
Little, J. W. (2002). Locating learning in teachers' communities of practice: opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18(8), 917–946.
Merseth, K. K. (1996). Cases and case methods in education. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 722–744). New York: Macmillan.
National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston: Author.
National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston: Author.
National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston: Author.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston: Author.
National Council of Teachers of Mathematics. (2006). Curriculum focal points: A quest for coherence. Reston: Author.
National Council of Teachers of Mathematics. (2007). Mathematics teaching today. Reston: Author.
National Middle School Association (2003). This we believe: Successful schools for young adolescents. Columbus, OH: Author.
Reys, B. J., Reys, R. E., Beem, J., & Papick, I. (1998). The Missouri middle grades mathematics (M3) project. Journal of Mathematics Teacher Education, 2(2), 215–222.
Royster, W. C. (1994). Issues in rural education and the rural systemic initiative. Paper presented at the Building the System: Making Science Education Work. Putting the Pieces Together Conference, Washington, DC.
Schrum, L. (1997). Rural telecommunication for educational professional development and instructional improvement: two federally funded models. Journal of Technology and Teacher Education, 4(3/4), 247–262.
Schuck, S. (2003). The use of electronic question and answer forums in mathematics teacher education. Mathematics Education Research Journal, 5, 19–31.
Selwyn, N. (2000). Creating aConnected’Community? Teachers’ Use of an Electronic Discussion Group. Teachers College Record, 102(4), 750–778.
Stein, M. K., & Brown, C. A. (1997). Teacher learning in a social context: Integrating collaborative and institutional processes with the study of teacher change. In E. Fennema & B. S. Nelson (Eds.), Mathematics teachers in transition (pp. 155–191). Mahwah, NJ: Lawrence Erlbaum Associates.
Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers College Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
Wilcox, S., & Jones, E. (2004). A tool for the teaching principle: Professional development through assessment. In R. Rubenstein & G. Bright (Eds.), Perspectives on the teaching of mathematics (pp. 239–258). Reston: National Council of Teachers of Mathematics.
Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: an examination of research on contemporary professional development. Review of Research in Education, 24, 173–209.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Hodges, T.E., Cady, J. Blended-format professional development and the emergence of communities of practice. Math Ed Res J 25, 299–316 (2013). https://doi.org/10.1007/s13394-012-0065-0
Received:
Revised:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s13394-012-0065-0