Date of Award

5-2020

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School

College of Education and Human Services

Department/Program

Teacher Education and Teacher Development

Thesis Sponsor/Dissertation Chair/Project Chair

Douglas Larkin

Committee Member

Jeremy Price

Committee Member

Emily Hodge

Subject(s)

Teachers--In-service training, Teaching teams

Abstract

Teacher effectiveness has been targeted by government agencies and educational think tanks for raising student achievement and providing equitable education for all. Exploring how teachers enacted their development of practice in a teacher-initiated learning community of practice to improve student achievement in mathematics exposed mediating factors responsible for teacher learning. This qualitative study drew upon Aristotle’s discussion of phronesis and Lave and Wenger’s (1991) concept of legitimate peripheral participation to interpret how artifacts produced within and across communities of practice reified the elements of collaborative teacher learning that lead to changes in instructional practice during a reform initiative. These findings add to research regarding Wenger’s (1998) community of practice conceptual framework as a means to investigate the nuances of collaborative teacher learning within and across school communities.

File Format

PDF

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