ERIC Number: EJ1284500
Record Type: Journal
Publication Date: 2021-Feb
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2167-9789
EISSN: N/A
Available Date: N/A
Double Demonstration Lessons: Authentically Participating in an Inquiry Stance
Gerstenschlager, Natasha; Barlow, Angela T.; Lischka, Alyson; Watson, Lucy; Strayer, Jeremy; Stephens, D. Christopher; Hartland, Kristin S.; Willingham, James C.
Mathematics Teacher Educator, v9 n2 p110-126 Feb 2021
Research has shown that the ways in which teachers engage in professional development activities vary widely. identified three levels of teacher appropriation within professional development, with their inquiry stance indicative of teachers engaging in self-sustaining practices. In our project, we modified the demonstration lesson format so that teachers took an active role in changing an observed lesson and then viewing the impact of those changes as a second lesson was taught. We share evidence that this modified structure provided opportunities for teachers to engage in an inquiry stance on teaching and discuss implications for professional development providers in structuring activities to foster an inquiry stance.
Descriptors: Faculty Development, Inquiry, Lesson Plans, Mathematics Instruction, Demonstrations (Educational), Mathematics Teachers, Teacher Educators, Problem Solving
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: nctm@nctm.org; Web site: https://pubs.nctm.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A