Abstract
Drawing on recent developments in dialogic approaches to learning and teaching mathematics, my PhD study investigates how Saudi mathematics teachers develop their understanding of classroom dialogue through a professional development process in mathematics teaching. The nature of this study is qualitative. It involved an embedded case study focusing on a teacher development programme (TDP) for three Saudi primary mathematics teachers in relation to their use of dialogic teaching. This research draws upon the community of practice theory (Wenger, 1998). The analysis of data shows how the three math teachers’ identities have been developed through their participations within the emergent community of practice. This paper will show evidence of the emergence of a new professional identity for one teacher Zayed as one case study.
| Original language | English |
|---|---|
| Title of host publication | host publication |
| Editors | Adams G |
| Pages | 48-52 |
| Number of pages | 5 |
| Publication status | Published - 6 Jun 2015 |
Keywords
- dialogic teaching; professional development, communities of practice, teachers’ identities