Ph.D. Student, Educational Psychology and Educational Technology - Michigan State University
CEP 900 & 930
My research focuses on the work of teaching, with an emphasis on how teachers develop knowledge, beliefs, identity, and practice in the context of their work. I am particularly interested in factors that support teachers' learning and enactment of mathematical teaching practices, and in the ways school culture and policy can support teacher change. Drawing from a perspective grounded in situated learning and constructivism, my research aims to help mathematics teachers develop a reflective practice that centers on the cultivation of meaning-making opportunities in the classroom. To this end, I study the design and outcomes of professional learning for teachers that is situated within their communities of work.
With the adoption of Common Core Standards for Mathematics, professional learning for teachers of mathematics often requires teachers to consider the adoption of new teaching practices in their classrooms. These efforts produce mixed results, as only some teachers find that these new practices fit within their current framework of knowledge, practice, and professional identity (who they believe themselves to be as teachers) (Horn et al., 2008). It is predicted here that the use of videos of teachers’ own classroom lessons combined with ongoing asynchronous online interaction within professional learning settings will support the development of teachers’ professional identities (i.e., existing perspectives on teaching, self-awareness, voice) that are conducive to the enactment of desired mathematical teaching practices. This is based on research that indicates that the most effective professional development includes social supports such as professional learning communities to engage teachers in collaboration and reflection centered on their own teaching practice (Borko, Jacobs, & Koellner, 2010)