This working investigates the design and use of pedagogies of enactment in mathematics teacher education and professional development. These pedagogies, which feature coached rehearsals and enactments, provide a promising way to support preservice and practicing teachers in developing skill with core instructional practices, aligned with ambitious and equitable goals for instruction. Building on existing research and our discussions at PME-NA 38, we will engage in collective investigation around three central issues: articulating theories of and perspectives on teacher learning to frame research and practice, foregrounding issues of equity in this work, and conceiving partnerships to support and scale these efforts. These discussions will lead to immediate takeaways as well as plans for future collective efforts around research and practice.
Campbell, M. P., Elliott, R., Baldinger, E. E., Selling, S. K., Webb, J., & Wieman, R. (2017). Advancing pedagogies of enactment in mathematics professional education: Implications for research and practice. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1454–1463). Hoosier Association of Mathematics Teacher Educators.