Mathematics Teachers' Knowledge, Networks, Practice, and Change in Instructional Visions
Bibliographic Data
| ID | 4308653 |
|---|---|
| Authors | Charles Munter (0000-0002-9887-3381, University of Missouri), Anne Garrison Wilhelm (0000-0002-4884-8479, Southern Methodist University, Dallas, TX, USA) |
| Year | 2021 |
| Volume | 72 |
| Issue | 3 |
| Pages | 342-354 |
| Publication date | 2021-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487120949836 |
| OpenAlex | W3080248222 |
| Language | EN |
| Citations received | 8 |
| References cited | 58 |
An instructional vision is the discourse that teachers or others currently employ to characterize the kind of "ideal classroom practice" to which they aspire but have not yet necessarily mastered. In mathematics education, prior work has demonstrated relations between teachers' instructional vision and a variety of aspects of their classroom practice and professional pursuits. We examined what might contribute to teachers' development of mathematics instructional visions through a quantitative analysis of a longitudinal data set collected in four urban school districts. Controlling for instructional vision in the prior year, we found middle school mathematics teachers' current instructional vision to be related to their prior mathematical knowledge for teaching, their prior instructional practice, and their colleagues' prior instructional visions-with the strength of the relation depending on the density of teachers' advice networks. Based on these findings, we discuss implications for both inservice teacher professional development and preservice teacher education
Cognitively Guided Instruction · Faculty Development · Mathematics education · Pedagogy · Professional development · Relation (database · Set (abstract data type · Sociology · Teacher education · Teaching method · Variety (cybernetics · Vision · Computer Science · Educational Environments and Student Outcomes · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Revealing and refining teachers’ instructional vision
Promises and Pitfalls of Crafting Coherence Around a District-Wide Vision for Equity-Centered Instruction
Supporting teachers through curriculum-based professional learning
Making Competence Explicit
Characterizing pedagogical decision points in sense‐making conversations motivated by scientific uncertainty
Elementary teachers’ agency
Principals’ conceptions of mathematics instruction
Prospective teachers’ instructional visions and engagement in an approximation of practice regarding role of teacher and classroom discourse
Communities of Practice
Social Network Analysis
Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice
Developing Measures of Teachers’ Mathematics Knowledge for Teaching
Toward a Theory of Teacher Community
Pedagogical content knowledge
Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations
How Important is Where you Start? Early Mathematics Knowledge and Later School Success
Combining the Development of Practice and the Practice of Development in Teacher Education
The role of beliefs in the practice of teaching
How and Why Educators Use Twitter
Toward a Theory of Teacher Community
Those Who Understand
Learning Lessons
If You Don't Know Where You Are Going, Any Path Will Do”
Teachers’ shifting assessment practices in the context of educational reform in mathematics
Connections between secondary mathematics teachers’ beliefs and their selection of tasks for English language learners
The Problem of Ideology-Marxism without Guarantees
I’m just going through the motions”
Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice
Appropriating Tools for Teaching English
Designing Educative Curriculum Materials to Promote Teacher Learning
Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District
Developing a Theory of Ambitious Early-Career Teacher Practice
School District Educational Infrastructure and Change at Scale
Characteristics of Classroom Mathematics Traditions
Back to the Future
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Learning to Look Beyond the Boundaries of Representation
Learning Teaching in, from, and for Practice
Beyond Knowledge
New Directions for the Design and Study of Professional Development
The Work of Teaching and the Challenge for Teacher Education
No Time Like the Present
An Invitation of Reflexive Sociology
School Teacher
| Unique citing works | 8 |
|---|---|
| Citations per year | 2 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |