Collective Reflection on a Public Lesson in a Mathematics Teaching Research Group

Abstract

This study explored how teachers' collective reflection within one community of practice – a teaching research group consisting of Chinese mathematics teachers – might have enabled or constrained teacher learning. Close examination of the specific interactions within one group meeting provided the focus for the present investigation. Using a narrative discourse analytical approach, this study examined the potential learning opportunities created or foreclosed by the community through unfolding several key episodes. It indicated that further research on specific interactions transpiring within a teachers' community can contribute to understanding the complex relations between teachers' communities of practice and improvement of teaching practice.