Tensions in Equity- and Reform-Oriented Learning in Teachers' Collaborative Conversations

Item

Title

Tensions in Equity- and Reform-Oriented Learning in Teachers' Collaborative Conversations

Abstract/Description

This paper explores how teachers' collaborative conversations afford and constrain their learning opportunities, through the close analysis of an interaction between equity-oriented mathematics teachers who were working together. The analysis reveals that although the group seemed like an ideal professional learning community in many ways, the teachers were frequently caught in tensions between restrictive and inclusive discourses about mathematical competence. The existence of these tensions presented opportunities for the teachers to learn, but teachers' framings of their own collaborative work stifled these opportunities. This paper contributes to understanding the challenges of equity- and reform-oriented learning in teachers' professional communities.

Author/creator

Louie, Nicole L.

Date

2016

In publication

Teaching and Teacher Education

Volume

53

Pages

19-Oct

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Keywords

discourse analysis

educational change

mathematics education

communities of practice

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0742-051X

DOI

10.1016/j.tate.2015.10.001

URL

Official Publisher's Webpage (ScienceDirect)

Full-text PDF Shared by Author (ResearchGate)

Citation

Louie, N. L. (2016). Tensions in Equity- and Reform-Oriented Learning in Teachers’ Collaborative Conversations. Teaching and Teacher Education, 53, 10–19. https://doi.org/10.1016/j.tate.2015.10.001

Abbreviation

Teaching and Teacher Education

Item sets

OB Citations: Teacher Collaboration in School Improvement

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