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Teacher Noticing in the Context of a Learning Community  

Kwon, Na Young (Inha University)
Publication Information
Journal of Educational Research in Mathematics / v.25, no.2, 2015 , pp. 139-155 More about this Journal
Abstract
This study aimed to investigate teacher learning in the context of a community. For the purpose of this study, two research questions about the kinds of teacher noticing in a community and the role of partnership were addressed. To build a learning community, a professional development project, PRIME, established partnerships with 11 high schools and one of the cluster meetings were investigated in this study. Three mentor teachers, three preservice teachers, and one university supervisor participated in the cluster meeting. For this study, the multiple data such as audio tapes of cluster meetings, observation notes, and interviews were analyzed using the analysis of narratives. The results showed that the participants engaged in different kinds of noticing of their own beliefs about teaching and learning, teacher practices, and teacher identities including noticing of students' understanding in classroom situations. The partnership played the crucial role of reinforcing relationships among teachers, assigning tasks, and creating various communities.
Keywords
Teacher learning; Notice; Community; Partnership; Mathematics teacher;
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