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Teacher Learning Communities as a Professional Development Model

Dr. Dori Hargrove, Department of Education

Wednesday, November 15th, 2017  At 12:00 PM
Robert C. Byrd Center for Congressional History and Education Auditorium

This study examines the creation and implementation of a learning community model for professional development to support teachers in developing mathematics teaching knowledge and practice. The results indicate that the teachers benefited from the learning community because it gave them the time they needed to make sense of a new instructional practice, and to visualize how this practice would work in their classrooms given the curriculum they were required to teach and the classroom composition. The teachers referred to this process as internalizing.

Dori Hargrove is an Assistant Professor in the Department of Education. Her research interests include professional development of teachers, selecting and implementing high cognitive demand mathematics tasks, elementary teachers’ mathematical content and pedagogical content knowledge and teacher assessment of students’ mathematical understanding.