Teacher Educator-Embedded Professional Learning Model

Scott A. Courtney

doi:10.12973/iejme/2702

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Scott A. Courtney ¹ ^*

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¹ Kent State University, USA^* Corresponding Author

Abstract

The author describes interactions with two middle grades (grades 6-8, student ages 11-14 years) and three secondary school (grades 9-12, student ages 14-18 years) mathematics teachers designed to increase and enhance teachers’ content knowledge and transform their classroom instruction by embedding the author (i.e., mathematics teacher educator) into teachers’ practices. In addition, the author operationalizes the teacher educator-embedded professional learning model. Embedding a teacher educator into grade K-12 (student ages 5-18 years) teachers’ practices, as presented in this study, involves more than simply implementing lessons with teachers. Rather, the mathematics teacher educator navigates iterative instructional cycles alongside the participating teacher, serving as sounding board, interventionist, epistemic student, and colleague. Results of teacher-educator embedding are presented, indicating participating teachers increased their content knowledge, engaged their students in more rigorous mathematics, demonstrated increased self-efficacy and more frequently engaged students in mathematical sense making, reasoning, modelling, generalizing, and communicating.

Keywords

mathematics teacher education
professional learning
teacher educator-embedding

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 13, Issue 3, October 2018, 103-123

https://doi.org/10.12973/iejme/2702

Publication date: 22 Jun 2018

Article Views: 4014

Article Downloads: 3137

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How to cite this article

APA

Courtney, S. A. (2018). Teacher Educator-Embedded Professional Learning Model. International Electronic Journal of Mathematics Education, 13(3), 103-123. https://doi.org/10.12973/iejme/2702

Vancouver

Courtney SA. Teacher Educator-Embedded Professional Learning Model. INT ELECT J MATH ED. 2018;13(3):103-23. https://doi.org/10.12973/iejme/2702

AMA

Courtney SA. Teacher Educator-Embedded Professional Learning Model. INT ELECT J MATH ED. 2018;13(3), 103-123. https://doi.org/10.12973/iejme/2702

Chicago

Courtney, Scott A.. "Teacher Educator-Embedded Professional Learning Model". International Electronic Journal of Mathematics Education 2018 13 no. 3 (2018): 103-123. https://doi.org/10.12973/iejme/2702

Harvard

Courtney, S. A. (2018). Teacher Educator-Embedded Professional Learning Model. International Electronic Journal of Mathematics Education, 13(3), pp. 103-123. https://doi.org/10.12973/iejme/2702

MLA

Courtney, Scott A. "Teacher Educator-Embedded Professional Learning Model". International Electronic Journal of Mathematics Education, vol. 13, no. 3, 2018, pp. 103-123. https://doi.org/10.12973/iejme/2702