Learning to Launch Complex Tasks: How Instructional Visions Influence the Exploration of the Practice

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  • 1 Oakland University
  • 2 Southern Methodist University

This study investigates how the exploration phase of the teacher learning cycle provides 11 novice mathematics teachers with the opportunity to learn about the high-leverage practice of launching a complex task. Findings suggest that the exploration phase of the teacher learning cycle provides novice teachers with opportunities to reflect on how to launch a complex task within the context of their own instructional practice. Because of this opportunity to deeply consider the pedagogical resource and reflect on it, novice teachers’ instructional visions were a filter through which they interpreted key instructional strategies offered up during the exploration phase of the teacher learning cycle. Further, the authors discuss three key takeaways for teacher educators who are attempting to implement the teacher learning cycle into their teacher education coursework.

Footnotes

This article was edited by Sandra Crepo, editor of MTE at the time the manuscript was submitted.

Contributor Notes

Dawn M. Woods, Assistant Professor, Elementary Mathematics Education, Oakland University; Teacher Development and Educational Studies, School of Education and Human Services, Pawley Hall, 456 Pioneer Drive, Rochester, MI 48309-4482

Anne Garrison Wilhelm, Associate Professor, Department of Teaching and Learning, Simmons School of Education and Human Development, Southern Methodist University, PO Box 750455, Dallas, TX 75275-04555

(Corresponding author is Woods dawnwoods@oakland.edu)(Corresponding author is Wilhelm awilhelm@smu.edu)
Mathematics Teacher Educator
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