Guiding the Development of Practice-oriented Teacher Knowledge

By Ugur Kale and Sarah Selmer.

Published by The International Journal of Adult, Community and Professional Learning

Format Price
Article: Print $US10.00
Published online: June 3, 2014 $US5.00

Large-scale education reforms tend to ignore micro-level details particular to individual school settings. Such top-down reforms also reflect a one-time and one-size-fits-all approach. Sustained and collaborative opportunities cultivating the development of teacher knowledge through reflecting on and inquiring about teaching practices are rare. The purpose of this study is to build a school-level model guiding the development of such teacher knowledge. A developmental research design, which incorporated a single-exploratory case, guided the methodology. The case involved a sixth-grade mathematics teacher participating in a statewide Project-based Learning (PBL) initiative, provided by the West Virginia Department of Education. The teacher developed and implemented a PBL lesson. The analysis of classroom observation notes and interviews with the teacher helped identify an existing professional development model that resonated with the current case, consisting of both statewide and school-based structures. By using an epistemology of teacher knowledge and drawing from literature on video clubs, we articulated a modified model promoting teachers’ collaborative inquiries.

Keywords: Professional Development, Teacher Knowledge, Project-based Learning, Mathematics, PBL

The International Journal of Adult, Community and Professional Learning, Volume 20, Issue 3, June 2014, pp.25-37. Article: Print (Spiral Bound). Published online: June 3, 2014 (Article: Electronic (PDF File; 781.284KB)).

Ugur Kale

Associate Professor, Learning Sciences and Human Development, West Virginia University, Morgantown, WV, USA

Dr. Kale is an associate professor in West Virginia University’s Learning Science and Human Development Department. His research focuses on the development of technology-enhanced resources that assist teachers in implementing project-based learning activities.

Dr. Sarah Selmer

Assistant Professor, Curriculum and Instruction/Literacy Studies, West Virginia University, Morgantown, West Virginia, USA

Sarah Selmer is an Assistant Professor of Mathematics Education at West Virginia University where she teaches elementary mathematics methods courses to preservice teachers. She also teaches curriculum theory courses to doctoral students. She previously taught secondary mathematics and computer science in the U.S. public schools. Her research interests include the development of mathematical teaching knowledge in preservice teachers, online delivery course models in mathematics education, connections between literacy learning and mathematics learning, and teacher and student identity.