Tracing Teacher Learning through Shifts in Discourses: The Case of a Mathematics Teacher
 
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Middle East Technical University
CORRESPONDING AUTHOR
Emine Gül Çelebi İlhan   

Middle East Technical University, The Department of Secondary Education, METU, 06800 Ankara, Turkey
Publish date: 2017-06-15
 
EURASIA J. Math., Sci Tech. Ed 2017;13(6):1919–1942
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ABSTRACT
Background:
This study presents a methodology for investigating teacher learning in and from practice based on discourses that are in constant flux and transformation. Conceptualizing teacher learning as a frame of meaning based on knowing and doing discourses, the ideas are illustrated through data collected from a secondary mathematics teacher conducting an inquiry of self-practice.

Material and methods:
Narrative analysis of the data from the teacher interviews was conducted along with classroom observations of the teacher’s mathematical practice

Results:
The data supported that tracing shifts in teacher discourses enables to understand the connection between the teacher’s past discourses and the present discourses when identifying teacher learning.

Conclusions:
It is concluded that tracking teacher learning through two complementary discourses of the teacher’s instructional practice enabled a unification of individual and collective levels of the teacher learning by self-inquiry of own practice. Moreover, through the continuum of discourses, this study provided insights about the generation of new meanings through transformation of old meanings in the teacher learning.

eISSN:1305-8223
ISSN:1305-8215