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This content will become publicly available on November 1, 2025

Title: Studio as a Catalyst for Incremental and Ambitious Teacher Learning
This article explores how the practice-focused Studio professional learning (PL) model can provide incremental and ambitious teacher learning opportunities. We argue that when the model’s structures and practices are grounded in ambitious and equitable teaching, they catalyze incremental teacher learning. Studio, like lesson study, supports teachers in considering the entailments of lessons, focusing on the live shared enactment to strengthen teaching and learning through collaborative analysis and reflection. To build our argument, we drew from two Studio projects that had shared structures of cycles of learning and routines, as well as shared practices of using rich representations and collective interpretations of teaching. While both projects’ structures and practices take up ambitious and equitable teaching, they use different routines and attend to different features of equitable teaching. Building on a history of PL models, such as lesson study, which use similar structures and practices as powerful catalysts of teacher learning, we argue that Studio’s structures and practices can catalyze teachers’ incremental learning of ambitious and equitable teaching. We discuss the implications for future research based on this argument and for those leading PL.  more » « less
Award ID(s):
2144027
PAR ID:
10579614
Author(s) / Creator(s):
;
Publisher / Repository:
Education Sciences
Date Published:
Journal Name:
Education Sciences
Volume:
14
Issue:
11
ISSN:
2227-7102
Page Range / eLocation ID:
1160
Subject(s) / Keyword(s):
mathematics education professional learning studio multilingual learners data literacy pedagogical reasoning
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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