Abstract
Teachers are instructional designers and lifelong learners. The collaborative inquiry of design teams and their reflective practices are important in the professional development of mathematics teachers.While designing instructional processes, facilitating professional learning elements such as collaboration and reflection is essential (Toker, 2021). These reflections can provide insights for professional development of teachers and the reform of community of practice program. In this paper, the focus is on the investigation of the reflective practices of a team of novice mathematics teachers who enrolled in a community of practice program formed to learn how to design effective inquiry-based mathematics instruction. Teacher Development Experiment (Simon, 2000) methodology has been adopted as the main method in this qualitative case study. The participants of the entire study are 15 teachers who are who has less than 5 years of experience in the profession. The data of the entire study are made up of the lesson plans prepared by teacher groups and zoom video recordings regarding the explanation of lesson planing process. The results in this presentation will specifically focus on teachers reflections on the curriculum material used for the instructional design. Specifically, the reflections of mathematics teachers regarding curriculum material use, rationale behind their selection, adoption or improvisation of curriculum materials, and realization of those reflections on lesson plans. In the presentation the process will be presented and exemplified based on one group of teachers’ groupwork process. The results are worthwile since they give information related to teachers’ pedagogical design capacity (Brown, 2009) within the context of community of practice as well as to enhance the development of the program.
Author Information
Zerrin Toker, TED University, Turkey
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