Abstract
As elementary teachers aim to deepen their mathematical understandings, they engage in a relearning process that involves not only revisiting but also reconstructing their knowledge. To do so, meaningful engagement in immersion and practice-based experiences is required. This exploratory case study investigated the engagement patterns of two elementary teachers with varying implicit beliefs as they participated in a professional development that focused on relearning mathematics. Data were collected on the two participants in the form of video narratives, observation protocols, and interviews. Attention was given to their patterns of engagement in collaborative group settings as the participants moved through different phases of the professional development lesson. Results indicated that the engagement patterns of the two participants closely aligned with learning behaviors described in the implicit beliefs theory. In this way, the results suggested an extension of the implicit theories model to the relearning context. Additional implications and future questions are provided.
Recommended Citation
Barlow, Angela T.; Lischka, Alyson E.; Willingham, James C.; Hartland, Kristin; and Stephens, D. Christopher
(2018)
"The Relationship of Implicit Theories to Elementary Teachers’ Patterns of Engagement in a Mathematics-Focused Professional
Development Setting,"
Mid-Western Educational Researcher: Vol. 30:
Iss.
3, Article 3.
Available at:
https://scholarworks.bgsu.edu/mwer/vol30/iss3/3
