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Representations of Practice to Support Teacher Instruction: Video Case Mathematics Professional Development

  • Karen KoellnerEmail author
  • Nanette Seago
  • Jennifer Jacobs
Chapter
  • 326 Downloads
Part of the ICME-13 Monographs book series (ICME13Mo)

Abstract

What do teachers take up and use from mathematics professional development (PD) focused around video cases as representations of practice? In this chapter we explore what teachers took back to their classrooms based on a video case-based PD experience. Data gathered from focus group interviews and a set of reflection questions on teachers’ learning and uptake from the PD form the basis of the analysis for this chapter. Teachers were classified into four different user categories—Generative, Transformative, Incremental, or Non Users—based on how they carried their PD experiences into their mathematics classrooms. These classifications contribute to our understanding of how, what and why teachers take up information from PD programs, and that they do that in unique ways and to varying degrees.

Keywords

Video case Mathematics professional development Inservice teachers Representations of practice Teacher practice Teacher learning 

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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Karen Koellner
    • 1
    Email author
  • Nanette Seago
    • 2
  • Jennifer Jacobs
    • 3
  1. 1.Hunter CollegeNew YorkUSA
  2. 2.WestEDSan FranciscoUSA
  3. 3.University of ColoradoBoulderUSA

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