College of Education Publications and Scholarship

ORCID

https://orcid.org/0000-0001-8069-2382

Abstract

This study investigates the experiences of a professional learning community (PLC) com- posed of six secondary math teachers enrolled in a graduate math methods course. Through the discussion of educational texts and collaborative inquiry, the teachers identified classroom challenges they aimed to address through individual action research projects. The PLC provided a supportive environment for teachers to share their processes, receive peer feedback, and collectively reflect. This study underscores the value of action research and PLCs in driving educational improvement. By en- gaging in structured inquiry within a collaborative setting, teachers gained insights into pedagogical issues, developed targeted incremental interventions, and contributed to the broader discourse on math education pedagogy. The collaborative PLC model facilitated reflective practice, challenged assumptions, and empowered teachers as agents of change. Implications for teacher professional development, instructional practices, and future research directions are discussed.

Publisher

MDPI

DOI

https://doi.org/10.3390/educsci14101104

Publication Date

10-2024

College

College of Education

Department

Department of Curriculum, Instruction and Special Education

Keywords

professional learning community, action research, mathematics education

Disciplines

Education

Download

Included in

Education Commons

Share

COinS