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Title: On designing better structures for feedback in practice-based professional development: Using “failure” to innovate
This research article contributes to the growing literature highlighting the potential for innovation in mathematics education through design cycles that involve creative risk-taking and failure-based learning. Specifically, we explore how “failed” cycles of StoryCircles—a practice-based professional development approach that centers on teacher collaboration—have been productive in fostering innovations within the program. Our focus is on the challenges that arose in our efforts to enable feedback mechanisms within the StoryCircles system that support teachers’ interrogation of their own instructional practice, as they collaboratively develop lessons and expand their collective knowledge base for teaching mathematics. Through examples of three challenges, we illustrate how various lesson artifacts, including those constructed by teachers in anticipation of implementation and those extracted from actual implementations, failed to serve as the sole source of feedback for supporting teachers’ growth.  more » « less
Award ID(s):
2201087
PAR ID:
10435727
Author(s) / Creator(s):
;
Date Published:
Journal Name:
Journal of Mathematics Teacher Education
ISSN:
1386-4416
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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