Studio as a Catalyst for Incremental and Ambitious Teacher Learning
Bibliographic Data
| ID | 22043329 |
|---|---|
| Authors | Rebekah Elliott (0000-0001-9905-6554, Oregon State University, corresponding author), Sarah A Roberts (0000-0002-7191-9175, University of California, Santa Barbara) |
| Year | 2024 |
| Volume | 14 |
| Issue | 11 |
| Pages | 1160 |
| Publication date | 2024-10-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14111160 |
| OpenAlex | W4403765443 |
| Language | EN |
| Citations received | 1 |
| References cited | 53 |
This article explores how the practice-focused Studio professional learning (PL) model can provide incremental and ambitious teacher learning opportunities. We argue that when the model’s structures and practices are grounded in ambitious and equitable teaching, they catalyze incremental teacher learning. Studio, like lesson study, supports teachers in considering the entailments of lessons, focusing on the live shared enactment to strengthen teaching and learning through collaborative analysis and reflection. To build our argument, we drew from two Studio projects that had shared structures of cycles of learning and routines, as well as shared practices of using rich representations and collective interpretations of teaching. While both projects’ structures and practices take up ambitious and equitable teaching, they use different routines and attend to different features of equitable teaching. Building on a history of PL models, such as lesson study, which use similar structures and practices as powerful catalysts of teacher learning, we argue that Studio’s structures and practices can catalyze teachers’ incremental learning of ambitious and equitable teaching. We discuss the implications for future research based on this argument and for those leading PL
Mathematics education · Pedagogy · Studio · Art Education and Development · Computer Science · Education and Technology Integration · Innovative Education and Learning Practices · Psychology
Best Practices in Teachers’ Professional Development in the United States
Organizational routines as a unit of analysis
Pedagogical reasoning
Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations
Creating Mathematical Futures through an Equitable Teaching Approach
Toward a Theory of Teacher Community
Teaching, as Learning, in Practice
Linguistic Access and Participation
Examining the facilitation of generative teacher workgroup conversations
Investigating sociopedagogical norms
An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions
Conceptualizing the work of facilitating practice-embedded teacher learning
Relocating Research on Teacher Learning
Building Student Capacity for Mathematical Thinking and Reasoning
Effects of Teacher Preparation Courses
What Blocks the Gate? Exploring Current and Former English Learners’ Math Course-Taking in Secondary School
Attending to Problems of Practice
What Makes Professional Development Effective? Results From a National Sample of Teachers
Improving Impact Studies of Teachers' Professional Development
Distinguishing Models of Professional Development
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development
Learning from Japanese Approaches to Professional Development
A Taxonomy of Instructional Learning Opportunities in Teachers' Workgroup Conversations
Preparing Mainstream Classroom Teachers of English Learner Students
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |