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Abstract Title: Measuring the conceptual development of teachers: A data analysis workshop
Abstract: How should we measure teacher growth when teachers engage in professional learning opportunities? The literature often describes intensive studies of teachers, with observations, interviews, and the analysis of teaching artifacts. These methods are not feasible for teachers and administrators who, in many states, are under policy pressure to document their growth. In this workshop, we present an alternative method that relies on long time scale observations rather than intensive short time scale observations. Using a set of questions asked over several years, we studied teacher growth three areas of pedagogical content knowledge: content knowledge, knowledge of students' ideas, and understanding of productive pedagogical strategies. Workshop participants will be given teacher data to analyze. While our analysis looked at pedagogical content knowledge, we welcome other perspectives to these data. Further, while we analyzed each strand of questions individually, we plan a discussion of how, if at all, these data suggest ways that content knowledge, knowledge of students' ideas, and choice of pedagogical strategies influence each other. We end the workshop with a discussion of the strengths and weaknesses of our research and measurement tool.
Abstract Type: Workshop
Session Time: Parallel Sessions Cluster III
Room: Cascade B

Author/Organizer Information

Primary Contact: Carolina Alvarado
CSU Chico
Co-Author(s)
and Co-Presenter(s)
Michael Wittmann