Study examines professional learning's potential to change how teachers think about student learning

摘要

Teacher discourse patterns about students' learning in mathematics reflect teachers， beliefs and expectations about student learning. These beliefs have the capacity to limit or enhance a teacher's instructional agency. This study focused on professional development as a vehicle for changing teacher thinking and examines discourse patterns as a viable indicator of how teachers think about student learning changes over time. How teachers think about students as learners affects teachers' expectations of and their interactions with students. This study demonstrates that professional development has some potential to transform teacher discourse patterns.