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首页> 外文期刊>Journal of mathematics teacher education >Challenges of critical colleagueship: Examining and reflecting on mathematics teacher study group interactions
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Challenges of critical colleagueship: Examining and reflecting on mathematics teacher study group interactions

机译：关键同事的挑战：审查和反思数学教师研究组互动

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This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher-educator-researcher as the facilitator of this project. The professional development collaboration comprised two phases: one focused on reading classroom discourse literature and one focused on supporting each other through cycles of action research related to mathematics classroom discourse. Lord's (1994) critical colleagueship framework is used to examine how a study group of middle-grades (ages 11-16) mathematics teacher-researchers took (or did not take) a more critical stance toward their own teaching practice and that of their colleagues. We found that challenging interactions were related to instances in which the teachers interacted as critical colleagues and were marked by particular features including the use of particular words and the use of personal experience as a form of evidence. We present the ways in which we came to understand what it might look like to scrutinize one's practice and findings related to the development of this type of collegiality across the two different phases of this project. We end with a section in which the teacher-educator-researcher who facilitated the professional development project reflects on the ways in which the analysis caused her to reconsider both the nature of argumentation in mathematics study group settings and what implications this has with respect to her own practice as a facilitator.
机译：本文通过专注于教师在长期专业发展项目中作为关键同事的方式以及教师教育家研究人员作为该项目的辅导员的方式，研究了数学教师学术性。专业发展合作包括两个阶段：一个专注于阅读课堂话语文学，一个专注于通过与数学课堂话语相关的行动研究循环相互支持。主（1994）王国（1994）批评同事框架用于检查一名中等等级（11-16岁）数学教师研究人员的研究组（或没有采取）对自己的教学实践和同事的学习态度。我们发现，充满挑战的互动与教师互动为关键同事的情况有关，并被特殊的特征标记，包括使用特定词语和个人经验作为一种证据形式。我们介绍了我们来了解它可能看起来审查一个人的实践和结果，与在该项目的两种不同阶段开发这种类型的学术性相关的实践和发现。我们结束了一个部分，其中促进了专业发展项目的教师教育者研究员反映了分析使她重新考虑数学研究小组环境中的论证的性质以及这对她有什么影响自己的练习作为辅导员。

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