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Title
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Teacher Time Out: Educators Learning Together In and Through Practice
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Abstract/Description
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Improving professional learning for educators is a crucial step in transforming instruction and providing students with rich opportunities to learn mathematics. This study examined an organizational routine, Teacher Time Out, that emerged in a school-wide professional development effort to improve learning opportunities for students in mathematics. The routine is enacted when teachers and school leaders design and enact lessons together with students present, pausing regularly within the lesson to think aloud, share decision-making, and/or determine where to steer instruction. Drawing from a larger data set, we conducted a fine-grained analysis that examined multiple Teacher Time Out episodes from one full day of professional development for elementary mathematics teachers. The findings delineate the potential of the routine to support the learning of educators and the formation of school-wide community. Implications for designing professional learning opportunities that support mathematics teachers to learn collectively about practice in the midst of authentic teaching settings are discussed.
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Date
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2017
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In publication
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NCSM Journal of Mathematics Education Leadership
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Volume
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18
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Issue
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2
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Pages
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28-46
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Language
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en
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Open access/full-text available
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en
Yes
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Peer reviewed
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en
Yes
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Citation
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Gibbons, L., Kazemi, E., Hintz, A., & Hartmann, E. (2017). Teacher Time Out: Educators Learning Together In and Through Practice. NCSM Journal of Mathematics Education Leadership, 18(2), 28–46.
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