Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6851092 | Teaching and Teacher Education | 2015 | 14 Pages |
Abstract
Teaching practices do not change easily. In this article, we explore this phenomenon by viewing teaching as a cultural activity in which teachers' decisions are influenced by professional obligations. We present the cases of two secondary mathematics teachers and share data regarding their expressed goals, their perceived obligations, and their instructional practice. Our findings suggest that perceived obligations hindered the teachers' efforts to change their practice. We argue that efforts to help teachers realize their goals need to acknowledge, and perhaps position as resources, the obligations that teachers perceive as inherent in their professional role.
Keywords
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Corey Webel, Douglas Platt,