PME 2012 - Taipei Rapid and Profound Change: two cases Peter Liljedahl.
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Transcript of PME 2012 - Taipei Rapid and Profound Change: two cases Peter Liljedahl.
PM
E 2012 - Taipei
Rapid and Profound Change: two cases
Peter Liljedahl
PM
E 2012 - Taipei
History
• PME 2009 – short oral on the idea• JMTE 13(5) – full article: 5 cases• PME 2012 – 2 cases
PM
E 2012 - Taipei
Changes in Teachers’ Practice
• action research (Jasper & Taube, 2004)• lesson study (Stigler & Hiebert, 1999)• communities of practice (McClain & Cobb,
2004; Wenger, 1998)• collegial discourse about teaching (Lord,
1994)
PM
E 2012 - Taipei
Changes in Teachers’ Practice
Conclusions show that with time and continued intervention, support, and collaboration teachers can make significant and robust changes to their practice.
RAPID and PROFOUND48 CASES
PM
E 2012 - Taipei
Methodology
FACILITATOR & researcher
DATA
ANALYSIS
• FACILITATOR & researcher– noticing (Mason, 2002)
• DATA COLLECTION– interviews– school visits– observations– field notes– narratives (Clandinin, 1992)
• DATA ANALYSIS– grounded theoryish (Charmaz, 2006)
PM
E 2012 - Taipei
Results
Five Mechanisms of Change
1. conceptual change (n = 8)
2. accommodating outliers (n=6)
3. reification (n=12)
4. leading belief change (n=6)
5. push-pull rhythm of change (n=16)
PM
E 2012 - Taipei
Results
Five Mechanisms of Change
1. conceptual change (n = 8)
2. accommodating outliers (n=6)
3. reification (n=12)
4. leading belief change (n=6)
5. push-pull rhythm of change (n=16)
PM
E 2012 - Taipei
Accommodating Outliers – the story of Mitchell
• middle school teacher for 8 years • mathematics is a game with set rules and
very clear outcomes• mathematics is a collection of skills and facts • he sees his job as assuring that each student
learns these skills and facts • students' role is to learn the material • Mitchell is a traditional mathematics teacher
PM
E 2012 - Taipei
Accommodating Outliers – the story of Mitchell
• less traditional in other subjects• welcomes professional development
opportunities – "on the right track"– "there are some really fun activities that I
now do with my kids"– "completely pointless"
AVOIDING ACCOMMODATION
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E 2012 - Taipei
• district learning team to create numeracy tasks – 5 meetings– create definition of numeracy
– create/revise tasks pilot test
Accommodating Outliers – the story of Mitchell
PM
E 2012 - Taipei
• district learning team to create numeracy tasks – 5 meetings– create definition of numeracy
– create/revise tasks pilot test
change between 2nd and 3rd meeting
ACCOMMODATION
Accommodating Outliers – the story of Mitchell
PM
E 2012 - Taipei
Push-Pull Rhythm of Change – the story of Karen
• high-school teacher for 16 years • practice best be described as meticulous • builds her instruction around homework• makes herself available to her students
before school, after school, and at lunch • pride in success with "challenging" students
PM
E 2012 - Taipei
• district learning team to create numeracy tasks – 8 meetings– create definition of numeracy
– create/revise tasks pilot test
Push-Pull Rhythm of Change – the story of Karen
PM
E 2012 - Taipei
• district learning team to create numeracy tasks – 8+ meetings– create definition of numeracy
– create/revise tasks pilot test
3rd meeting – revolt
4th meeting – excited about changes needed
Push-Pull Rhythm of Change – the story of Karen
PM
E 2012 - Taipei
Push-Pull Rhythm of Change – the story of Karen
• Phase 1: exo-spection (x)• Phase 2: eXo-spection (X)• Phase 3: eNdo-spection (N)• Phase 4: endo-spection (n)
XN - 3 teachers
xXN - 10 teachers
xXNn - 3 teachers
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E 2012 - Taipei
Conclusion
• not all change is the same• new possibilities within both my practice• I now question the assumptions upon which
much of the professional growth literature has been predicated