Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments
This study used a multiple case study design to explore the occurrence of pivotal teaching moments, teachers’ responses to these moments, and teachers’ own perceptions of the impact of these moments on their own knowledge development. The participants were six practicing secondary mathematics teache...
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ndltd-UTAHS-oai-digitalcommons.usu.edu-etd-86662019-10-13T06:16:36Z Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments Dupree, Kami M. This study used a multiple case study design to explore the occurrence of pivotal teaching moments, teachers’ responses to these moments, and teachers’ own perceptions of the impact of these moments on their own knowledge development. The participants were six practicing secondary mathematics teachers. The researcher collected data from teacher created lesson plan outlines, observations of the same lesson delivered to two different classes, participant interviews, and teacher reflection journals. The researcher reviewed the lesson plan outlines prior to observations to understand teachers’ anticipations. During observations, the researcher recorded observed pivotal teaching moments, corresponding teacher responses to these moments, and instructional changes between the two observed lessons. Interviews allowed the researcher to identify in-the-moment teacher thinking and teachers’ motivations for their responses. Teacher reflection journals provided insights related to teachers’ classroom actions and learning. The results confirmed and built upon existing classifications of pivotal teaching moments and teachers’ responses, while also identifying seven themes related to teacher motivations for their responses. Teachers’ perceptions of changes in their own knowledge base occurred for their content knowledge as well as their pedagogical content knowledge. Future research should explore how pivotal teaching moments are created, how teacher-student interactions shape teacher knowledge development, and examine the role of teachers’ reflections about their practice in their knowledge development 2019-08-01T07:00:00Z text application/pdf https://digitalcommons.usu.edu/etd/7535 https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=8666&context=etd Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact digitalcommons@usu.edu. All Graduate Theses and Dissertations DigitalCommons@USU pivotal teaching moments pedagogical content knowledge teacher knowledge mathematics education teacher education Education |
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pivotal teaching moments pedagogical content knowledge teacher knowledge mathematics education teacher education Education |
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pivotal teaching moments pedagogical content knowledge teacher knowledge mathematics education teacher education Education Dupree, Kami M. Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments |
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This study used a multiple case study design to explore the occurrence of pivotal teaching moments, teachers’ responses to these moments, and teachers’ own perceptions of the impact of these moments on their own knowledge development. The participants were six practicing secondary mathematics teachers. The researcher collected data from teacher created lesson plan outlines, observations of the same lesson delivered to two different classes, participant interviews, and teacher reflection journals. The researcher reviewed the lesson plan outlines prior to observations to understand teachers’ anticipations. During observations, the researcher recorded observed pivotal teaching moments, corresponding teacher responses to these moments, and instructional changes between the two observed lessons. Interviews allowed the researcher to identify in-the-moment teacher thinking and teachers’ motivations for their responses. Teacher reflection journals provided insights related to teachers’ classroom actions and learning.
The results confirmed and built upon existing classifications of pivotal teaching moments and teachers’ responses, while also identifying seven themes related to teacher motivations for their responses. Teachers’ perceptions of changes in their own knowledge base occurred for their content knowledge as well as their pedagogical content knowledge. Future research should explore how pivotal teaching moments are created, how teacher-student interactions shape teacher knowledge development, and examine the role of teachers’ reflections about their practice in their knowledge development |
author |
Dupree, Kami M. |
author_facet |
Dupree, Kami M. |
author_sort |
Dupree, Kami M. |
title |
Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments |
title_short |
Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments |
title_full |
Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments |
title_fullStr |
Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments |
title_full_unstemmed |
Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments |
title_sort |
secondary mathematics teachers’ responses to pivotal teaching moments |
publisher |
DigitalCommons@USU |
publishDate |
2019 |
url |
https://digitalcommons.usu.edu/etd/7535 https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=8666&context=etd |
work_keys_str_mv |
AT dupreekamim secondarymathematicsteachersresponsestopivotalteachingmoments |
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