To investigate teachers’ everyday on-the-job learning, I used a comparative case study design and examined the work of mathematics teachers in 2 high schools. Analysis of interviews, classroom observations, and teachers’ conversations high- lighted 3 key resources for learning: (a) reform artifacts oriented the teachers’ atten- tion to key concepts of a reform, whereas the interactions surrounding them estab- lished local meanings; (b) conversation-based classification systems communicated pedagogical assumptions; and (c) the rendering of classroom interactions in conver- sations shaped opportunities for teachers to consult with and learn from colleagues. Taken together, these learning resources provide a conceptual infrastructure for teachers to make sense of their practice. This research highlights the social and situ- ated nature of teachers’ pedagogical reasoning and specifies the role of teacher com- munity in teacher learning.
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