Abstract
This article aim is to investigate what professional learning regarding Exploratory Teaching (ET) perspective was revealed by Mathematics teachers, in a Community of Practice (CoP). In a context intended to promote teachers’ professional development, a multimedia resource integrating real classroom situations was used to promote discussion and learning. Qualitative research has been carried out with an audio recording of the group meetings and the written productions elaborated by the teachers. The learning related to the Exploratory Teaching perspective revealed by the teachers is associated to the actions and roles of the teacher, the student’s role, classroom management and the relevance of lesson planning in teacher’s practice. The involvement in the CoP favored teachers to rethink and question some of their actions during the lessons and to notice essential aspects of ET perspective and to connect them with their experiences from the classroom. The results show that the constitution of a CoP around the exploration of a multimedia case in professional development contexts can be a facilitator for the learning of its members.
Highlights
The constant changes in our society require the teacher to accept new roles in the teaching and learning processes, leaving aside the idea of transmitting knowledge and assuming the role of guiding students learning
We analyze the learning related to the Exploratory Teaching (ET) perspective revealed by a group of teachers who participated in a professional learning program based on the constitution of a Community of Practice - CoP (Wenger, 1998)
As with CoPs, several studies point to the potential of using multimedia resources, especially the video media, as a tool for teacher learning in professional development contexts (Borko et al, 2014; Calandra & Rich, 2015; Cyrino, 2016a; van Es & Sherin, 2008, 2009, 2010)
Summary
The constant changes in our society require the teacher to accept new roles in the teaching and learning processes, leaving aside the idea of transmitting knowledge and assuming the role of guiding students learning. As with CoPs, several studies point to the potential of using multimedia resources, especially the video media, as a tool for teacher learning in professional development contexts (Borko et al, 2014; Calandra & Rich, 2015; Cyrino, 2016a; van Es & Sherin, 2008, 2009, 2010) These studies show that the exploration of video media can inspire teachers to reflect on the complexity of interactions in the classroom, associating them with their own pedagogical experiences. Throughout the meetings, we used as a resource the multimedia case Phone Plan (Figure 1) which was available online for teachers This case presents a mathematics lesson developed from the ET perspective with a first-grade high school class, in a public school in Brazil, in which students had the opportunity to explore the concept of function, especially in the case of afinne functions, with or without using the GeoGebra software. Some task items developed with the use of this software, problematizing questions related to these episodes and the use of GeoGebra as a resource to accomplish task items (d, e, f) and excerpts of the audio interview with the teacher after the class, and (6) Putting it into practice appears as an invitation to teachers to plan and implement a lesson from the ET perspective
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