Please use this identifier to cite or link to this item:
|Title:||Negotiating With the Task to Encourage Generative Collaboration in Teacher Workgroups|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Matranga, A., Sebastian, M., Silverman, J., Klein, V., & Shumar, W. (2020). Negotiating With the Task to Encourage Generative Collaboration in Teacher Workgroups. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2389-2390). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||This study examined the generativity of practicing mathematics teachers' interactionsin small groups working on a task designed to scaffold evidence-based assessment practices.Results showed that participants largely shared and compared information, except one groupthat focused on the difficulty they had with the task. Our findings indicate the task functionedas a boundary object, supported identification - a mechanism of learning - and disrupted normsfor politeness that are pervasive in teacher professional development.Introduction|
|Appears in Collections:||ICLS 2020|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.