Tripet, Kristen

English

The University of Sydney: Sydney eScholarship Journals online

2022. J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), University of Sydney, Sydney, Australia, November 23-26. University of Sydney. PROFESSIONAL GROWTH AND CHANGE THROUGH COMMUNITIES OF INQUIRY Kristen Tripet Contact Author: Kristen Tripet (kristen.tripet@science.org.au) Australian Academy of Science, Canberra ACT 2601, Australia  THEME:  Teacher education and professional learning in STEM BACKGROUND AND AIMS Researchers have examined different approaches, processes, and resources to understand and identify characteristics of effective professional learning (PL) for teachers. Some characteristics of effective PL that have emerged from this research work include: practice-based learning; drawing on teachers’ practical knowledge and experience; school-based programs; learning in community (Borko et al., 2010; Chapman, 2011). This paper reports on a study of a PL program designed to build primary teachers’ capability in delivering mathematics instruction. The study was guided by the question: What are teachers’ conceptions and practices relating to inquiry-based instruction in mathematics prior to and after their involvement in the PL program? METHODOLOGY OR PROCESS(ES) UNDERTAKEN The PL program was designed around effective characteristics of PL, with a key feature being school-based Communities of Inquiry (CoI). CoI are defined as communities of teachers’ who engage in “systematic, intentional study of their own practice to create something new or different in terms of their knowledge and teaching” (Chapman, 2011). Two primary schools based in Sydney, Australia were involved in the study. Narrative inquiry methods (Kramp, 2004) were employed, with teachers sharing narratives associated with task implementation prior to and during the study. These narratives were audio recorded and transcribed. In addition to these narratives, teaching artefacts including work samples and teachers’ notes were collected. Qualitative methods were used to analyse these recordings to determine changes in teachers’ conceptions and practices. RESULTS AND CONCLUSIONS Data relating to teachers’ conceptions and practices of inquiry-based instruction in mathematics are currently being collected. Analysis of data and initial findings will be available for a finalized abstract in July. Implications of these findings will not only help develop the effectiveness of the specific PL program but will shed light on how Col more broadly can enhance teacher knowledge and practices.   REFERENCES Borko, H., Koellner, K., Jacobs, J., & Seago, N. (2011). Using video representations of teaching in practice-based professional development programs. ZDM Mathematics Education, 43(1), 175-187.  Chapman, O. (2011). Elementary school teachers’ growth in inquiry-based teaching of mathematics. ZDM Mathematics Education, 43, 951–963. 2022. J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), University of Sydney, Sydney, Australia, November 23-26. University of Sydney. Kramp, M. K. (2004). Exploring life and experience through narrative inquiry. Foundations for research: Methods of inquiry in education and the social sciences, 103-121. Lawrence Erlbaum Associates. 

PROFESSIONAL GROWTH AND CHANGE THROUGH COMMUNITIES OF INQUIRY

https://openjournals.library.sydney.edu.au/STEMEC2022/article/download/16063/14510

PROFESSIONAL GROWTH AND CHANGE THROUGH COMMUNITIES OF INQUIRY

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The University of Sydney: Sydney eScholarship Journals online