Leader noticing of facilitation in videocases of mathematics professional development
Leader noticing of facilitation in videocases of mathematics professional development
复制标题
领导注意到视频案例促进数学专业发展
DOI：
10.1007/s10857-016-9346-y
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发表时间：
2017
影响因子：
2.1
通讯作者：
Cathy Carroll
中科院分区：
文献类型：
--
作者：
Kristin Lesseig;Rebekah Elliott;E. Kazemi;Megan Kelley;M. Campbell;J. Mumme;Cathy Carroll
在这篇文章中，我们报告了关于数学领袖学习(RMLL)的研究，这是一个旨在支持领导人学习如何为教师的数学学习创造良好机会的项目。我们的两阶段研究设计允许我们构建一组视频研讨会，与领导者一起制定研讨会设计，分析这些数据，改进我们的研讨会设计，并与新的领导者组实施第二组研讨会。我们利用注意到的文献来检验领导人在讨论专业发展的视频时的教学推理。在这篇文章中，我们展示了领导者发展框架的变化以及由此导致的提示和任务的变化如何通过三种方式塑造领导者的注意：(A)说明促进者和教师在视频中的数学工作；(B)将数学工作与教师学习目标联系起来；以及(C)围绕促进者推进学习目标的工作进行推理。分析表明，在第二阶段，领导人的讨论更多地集中在促进教师学习所需的数学和教学工作上。基于我们与70多位领导者的研发工作，我们为领导者的专业发展提供了一套设计原则。
In this article, we report on Researching Mathematics Leader Learning (RMLL), a project designed to support leaders in learning how to facilitate robust opportunities for teachers’ mathematical learning. Our two-phase research design allowed us to construct a set of videocase seminars, enact the seminar design with leaders, analyze these data, refine our seminar design, and implement a second set of seminars with a new group of leaders. We drew on the noticing literature to examine leaders’ pedagogical reasoning as they discussed videocases of professional development. In this article, we demonstrate how changes in our framework for leader development and the resulting changes in the prompts and tasks shaped leader noticing in three ways: (a) accounting for the mathematical work of the facilitator and teachers in the videocase; (b) linking the mathematical work to goals for teacher learning; and (c) reasoning around the facilitator’s work in advancing those learning goals. Analysis indicates that in Phase II, leader discussions were more focused on the mathematical and pedagogical work needed to advance teacher learning. Based on our research and development work with over 70 leaders, we offer a set of design principles for leader professional development.