A Collective Reflection for Change Framework: Structured Support for Mathematics Teacher Educator Practice Transformation

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Robin Keturah Anderson North Carolina State University

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Sara Donaldson Wheaton College (MA)

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Melissa Troudt University of Wisconsin - Eau Claire

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Courtney K. Baker George Mason University

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Dawn M. Woods Oakland University

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This article reports on a framework for collective professional learning and its influence on the development of four early-career mathematics teacher educators as they work to transform their practice. The Collective Reflection for Change (CRC) framework centers on a shared referent to orient collaborative noticing and wondering. Findings from an initial pilot of the CRC framework indicate that integrating a structured framework for collective reflection grounded in the use of a shared referent within the practice of noticing and wondering can support groups of professionals, regardless of familiarity or relationship, as they participate in dialogue around transforming practice.

Contributor Notes

Robin Keturah Anderson, North Carolina State University, Raleigh, NC 27695; randers6@ncsu.edu https://orcid.org/0000-0002-9665-0889

Sara Donaldson, Wheaton College, Norton, MA 02766; donaldson_sara@wheatoncollege.edu https://orcid.org/0000-0001-6298-4568

Melissa Troudt, University of Wisconsin–Eau Claire, Eau Claire, WI 54701; troudtml@uwec.edu https://orcid.org/0000-0001-7561-4662

Courtney K. Baker, George Mason University, Fairfax, VA 22030; cbaker@gmu.edu https://orcid.org/0000-0002-3241-5505

Dawn M. Woods, Oakland University, Rochester, MI 48309; dawnwoods@oakland.edu https://orcid.org/0000-0002-6318-8384

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