Making changes in school as a mathematics expert teacher: framing problems of practice

Solomon, Yvette ORCID: https://orcid.org/0000-0002-2731-8380 and Eriksen, Elisabeta (2024) Making changes in school as a mathematics expert teacher: framing problems of practice. In: NORMA 24: The Tenth Nordic Conference on Mathematics Education, 4 June 2024 - 7 June 2024, Copenhagen, Denmark. (In Press)

Accepted Version File not available for download. Download (222kB)

Abstract

We address the interplay between research and practice in terms of expert teachers’ roles in “cascading” their learning from professional development courses to their colleagues in school. Focusing on five teachers who have participated in two different professional development courses in Norway, we analyse how they frame problems of practice involving colleagues’ practice, despite the fact that the role of “expert” sits uneasily for teachers working within Norway’s flat social structure. We argue that expert teachers’ ability to identify successful ways of working with colleagues through relational agency enables them to see as fully actionable problems of practice that stem from other teachers’ practice even in the absence of a shared problem of practice.