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Mathematics teachers’ professional learning: impact of story sharing and reflective dialogue

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Mohan, PP and Chand, DD ORCID: 0000-0002-8712-7842 2019 , 'Mathematics teachers’ professional learning: impact of story sharing and reflective dialogue' , Waikato Journal of Education, vol. 24, no. 2 , 73–81 , doi: 10.15663/wje.v24i2.668.

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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
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/

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