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Mathematics teachers’ professional learning: impact of story sharing and reflective dialogue
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Abstract
This research examined the impact of story sharing and reflective dialogue on mathematics teachers’professional learning in Fiji. Employing a qualitative research methodology, semi-structured interviewswere used to gather data from nine Fijian secondary school mathematics teachers. The study establishedthat: 1) teachers improve their instructional practice when they share stories of classroom experiencesof teaching with their colleagues and collectively reflect on those stories; 2) the truth of stories is thatthose that are concrete and willingly shared are powerful in transferring rich knowledge; and 3) whenteachers share their stories with their colleagues and engage in reflective dialogue, it provides richconversations that enhances teachers’ professional growth. Understanding the impact of story sharingand reflective dialogue could provide policy makers and administrators with valuable insights into howto best accommodate into educational policy to enhance teachers’ professional growth.
Item Type: | Article |
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Authors/Creators: | Mohan, PP and Chand, DD |
Keywords: | story sharing, reflective dialogue, instructional practice, mathematics teachers, professional learning |
Journal or Publication Title: | Waikato Journal of Education |
Publisher: | Wilf Malcolm Institute of Educational Research, Division of Education, University of Waikato |
ISSN: | 2382-0373 |
DOI / ID Number: | 10.15663/wje.v24i2.668 |
Copyright Information: | Licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) https://creativecommons.org/licenses/by-nc-sa/4.0/ |
Item Statistics: | View statistics for this item |
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