Implementation of a developmental model of teachers' and didacticians’ learning through inquiry: design, operationalisation and outcomes

• Published in: ZDM Vol. 53; no. 5; pp. 1073 - 1084
• Main Authors: Jaworski, Barbara, Potari, Despina
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Springer Berlin Heidelberg 01.10.2021; Springer; Springer Nature B.V
• Subjects: Active Learning; Collaboration; Communities of Practice; Community Relations; Education; Educational Facilities Improvement; Educational Improvement; Educational Practices; Faculty Development; Innovation; Inquiry; Instructional Leadership; Learning; Mathematical analysis; Mathematical Concepts; Mathematics; Mathematics Education; Mathematics Teachers; Original Paper; Partnerships in Education; Professional development; Researchers; Teacher Collaboration; Teachers; Teaching; Teaching Methods; Learning in mathematics; Implementation research; Inquiry-based teaching; Developmental research
• ISSN: 1863-9690; 1863-9704
• DOI: 10.1007/s11858-021-01290-x

This paper addresses implementation with respect to the professional development (PD) of teachers of mathematics and the educators/didacticians who work with them, through an inquiry-based developmental model. In contrast with a PD model in which educators show, guide or instruct teachers in classroom approaches and mathematical tasks, we present a developmental model in which teachers and educators collaborate to inquire into and develop their own teaching practice. The project, Learning Communities in Mathematics (LCM: e.g., Goodchild, Fuglestad and Jaworski, 2013) exemplifies this developmental model. Here we focus on a project Teaching Better Mathematics (TBM) which extends LCM and implements its developmental model at larger scale. We trace the implementation process through analysis of data gathered during and after the extended project, including written reflections of key didacticians, minutes from leadership meetings and two versions of the project proposal. Particularly, we trace learning and development through an activity theory analysis of the issues, tensions and contradictions experienced by participation in TBM.