• Communications of Mathematical Education
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• v.34 no.4
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• pp.439-464
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• 2020

This study conducted a systematic review of mathematics teacher learning communities, especially the characteristics of teacher collaboration in community activities. Our review includes 14 research papers published in national academic journals indexed in KCI and 24 research papers in international academic journals indexed in SSCI from 2003 to 2019. Results show that the literature varied in research design, research topics, and patterns relating to teacher collaboration. While both international and national papers report teacher community activities concerning the organization, management, and participation, there were different levels of involvement, visions, and activities across the communities of practice. For example, research in national journals has presented teacher community as professional development while papers in international journals have focused on documenting teacher community becoming a reflective community of practice. This study contributes to understanding the interplay of context, conflicting epistemic culture, and professional agency in fostering collaboration in teacher communities. This paper also discusses relevant research methods to investigate mathematics teacher communities and insights into the policy and practice of mathematics teacher education.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.189-203
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• 2014

The purpose of this study was to analyze the strengths and weaknesses resulting from a study of elementary mathematics lessons among in-service teachers and to discuss implications for the direction of improvement of the study on elementary mathematics lessons based on teacher learning community. The results of this study showed that the study on elementary mathematics lessons based on teacher learning community improved teacher knowledge related to teaching mathematics, enhanced teacher's accomplishment and self-esteem, made it possible for participant teachers to teach one another, created atmosphere in which teachers investigated instruction via sustainable and systematic lesson study. However, some limitations were noticed such as regulations by the social norms of the teacher learning community, the influence of an expert teacher, teachers' unprofessional decision making, and lack of systematic evaluation and reflection on lessons. Based on these results, this paper closes with critical implications to enhance teacher learning community.

• Journal of the Korean Chemical Society
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• v.66 no.1
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• pp.15-30
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• 2022

The purpose of this study was to examine interactions among components of pedagogical content knowledge of middle school science teachers in a teacher learning community targeting science practice-based instruction. Data collection consisted of pre and post questionnaire and interview with each of five science teachers, audio-recording of teacher discussion in a teacher learning community, lesson plans, teacher written reflection, and video-recording of teaching practice. Qualitative data analysis revealed that there were two types of interactions, i.e., one-way interaction and two-ways interaction among components of pedagogical content knowledge of science teachers in a teacher learning community. There were also consecutive interactions as well as one-shot interaction. For two-ways interaction there were synchronous two-ways interaction in a teacher learning community meeting as well as consecutive two-ways interaction along with several meetings. This study provides implications that collaborative learning context in a teacher learning community should stimulate various types interactions among components of pedagogical content knowledge.

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.139-155
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• 2015

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.

• School Mathematics
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• v.18 no.4
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• pp.857-880
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• 2016

The development of teacher's professionalism through teacher education is a key element in the improvement of school education. However, there has been criticism that the mathematics teacher education in Korea do not provide given enough opportunities for the classroom experience during preservice teacher education period. For development of inservice mathematics teachers and preservice teachers' teaching professionalism, this study develops a research community for mathematics classroom consisting of experts, inservice mathematics teachers, and preservice teachers. And the study explores the possibilities of the model as an educational space for inservice teachers and preservice teachers by participating in a series of courses such as task development and revision, and observation and analysis of classes. As results, inservice teachers and preservice teachers were able to enhance the practical experience and understanding necessary for the class, and they were also positively influenced in teacher efficacy and view of teaching on the model. Based on this, we suggest the possibility of the model as a teacher education system.

• Journal of the Korean Geographical Society
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• v.49 no.6
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• pp.970-984
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• 2014

This study aims to inquire into experience of geography teachers participating in a teacher learning community based on the grounded theory methodology. Participation observation was conducted on one of geography teacher learning communities. The total of 11 research participants were selected to conduct in-depth interviews. The data collected were analyzed by the coding method proposed by Strauss and Corbin(1990, 1998). In open coding, 125 concepts, 43 sub-categories and 17 categories were drawn and in axial coding by paradigm model, phenomenon, conditions, action/interaction and consequences turned out. In selective coding, the participants were classified into four types and the condition/consequence matrix was developed. As a result of the analysis, first, participation, obstacles and continuous participation factors of geography teachers in the teacher learning community could be understood from multi-dimensional aspects. Second, principles of the collaborative teacher learning and the factors promoting collaborative teacher learning were established. Third, the professional development of geography teachers through teacher learning community could be understood.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.147-160
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• 2018

The purpose of this study is to construct a Teachers' Learning Community (TLC) with three teachers from the same school and to develop a joint teaching plan for students through the TLC. The conclusions from this study are as follows: The TLC with the same grade helps teachers to implement STEAM classes, where teachers overcame difficulties of STEAM lessons and successfully implemented them. Teachers in this study expressed difficulties of STEAM lessons including lack of time, difficulties of STEAM lesson implementation, and difficulties of developing a good STEAM lesson. Teachers worked together to develop a common teaching plan, to overcome the burden of teaching, and to plan better lessons through discussions and cross-checking. In addition, teachers newly discovered difficulties of lesson implementation as they watch each other teaching using a joint lesson plan. Teachers will conduct a better lesson as they improve these difficulties, where a better lesson means having students reach learning goals and learn from the lesson. Teachers in TLC felt that their lesson improved and they themselves growing through a series of courses of watching and learning each other's lessons.

• The Mathematical Education
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• v.58 no.2
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• pp.299-317
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• 2019

In this study, we analyzed the change of teacher knowledge through task design in the teacher-researcher community focused on knowledge of students in the area of derivatives application. The following subjects were studied. First, we have analyzed the focus of the discussion related to teacher knowledge of students within the teacher-researcher community. Second, we have analyzed the change of teacher knowledge of students according to the focus. The results of this study are as follows. First, community member' different knowledge of students led the discussion on the task solving paths. The main focus of the discussion was the possibility in inducing responses and motivation. Second, the process of reviewing and evaluating task solving paths and reaching consensus led the improvement of teacher knowledge. Teachers and researchers led changes of teacher knowledge by sharing the knowledge based on previous research and experience, respectively. This ultimately shows the necessity of co-learning between teachers and researchers in teacher education.

• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.143-157
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• 2003

This paper is to make strides toward an enriched understanding of mathematics teacher learning and professional development. Different theoretical frameworks in understanding mathematics teacher learning are reviewed, followed by a discussion of the relationships of knowledge and teaching practice. This paper then analyses contemporary conceptions about effective professional development and, in particular, deals with teacher learning in inquiry communities. This paper introduces a research project describing transition processes from teacher- centered mathematics classroom culture to student-centered culture and analyzing teacher learning in communities and its concomitant change in teaching practice. On the basis of the emerging problems in doing the project, this paper finally addresses some crucial issues on teacher learning and professional development, including the management of an inquiry community, the description of teaching practice from the researcher's perspective, and the analysis of teacher learning in communities.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.565-582
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• 2020

The purpose of this study is to investigate middle school science teachers' pedagogical content knowledge for science practice-based instruction developed by five middle school science teachers in a teacher learning community. Science teachers in this study collaborated to examine lesson plans and reflect on teaching practice and collaboratively analyzed science curriculum, discussed video-recordings of teaching practice, and discussed to design detailed and elaborated lesson plans. Data collection consisted of pre and post questionnaire and interview, audio-recording of teacher discussion in a teacher learning community for one year, lesson plans, teacher written reflection, and video-recording of teaching practice. Data analysis reveals that science teachers developed pedagogical content knowledge for science practice-based instruction that consists of eleven sub-components of knowledge of science curriculum for science practice, knowledge of science practice-based instructional strategy, knowledge of students' science practice-based learning, and knowledge of science practice-based learning assessment. Science teachers in this study developed highly structured pedagogical content knowledge for science practice-based instruction.