Teacher talk in professional learning communities.

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dc.article.end-page130en_ZA
dc.article.start-page118en_ZA
dc.contributor.authorBrodie, K.
dc.contributor.authorChimhande, T.
dc.date.accessioned2022-05-20T07:25:45Z
dc.date.available2022-05-20T07:25:45Z
dc.date.issued2020
dc.description.abstractProfessional learning communities can be important sites for teacher learning depending on the quality of the conversations in these communities. This paper shows how different activities in teacher communities support different kinds of conversation at different levels of depth, through examining the conversations of four professional learning communities of mathematics teachers over two years. Our analysis suggests three key findings. First, there were strong relationships between different activities and the content of the conversations in the communities. Second, the depth of the conversation in the communities was constant across activities and over time. Third, conversations about learner thinking, a key goal of the project, did not increase over time, but there were increases in talk about mathematics and practice. We explore the implications of these findings for teacher learning.en_ZA
dc.description.librarianM.S2022en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.identifier.citationBrodie, K. & Chimhande, T. (2020). Teacher talk in professional learning communities. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(2), 118-130.en_ZA
dc.identifier.issn2147-611X
dc.identifier.urihttps://hdl.handle.net/10539/32910
dc.journal.issue2en_ZA
dc.journal.linkhttps://doi.org/10.46328/ijemst.v8i2.782en_ZA
dc.journal.titleInternational Journal of Education in Mathematics, Science and Technology (IJEMST).en_ZA
dc.journal.volume8en_ZA
dc.language.isoenen_ZA
dc.rightsCopyright (c) 2020 International Journal of Education in Mathematics, Science and Technologyen_ZA
dc.schoolWits School Of Educationen_ZA
dc.titleTeacher talk in professional learning communities.en_ZA
dc.typeArticleen_ZA
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