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
Recommended Citation
Bondurant, L. (2024). Incremental growth through professional learning communities of math teachers engaged in action research projects. Education Sciences, 14(10), 1104. https://doi.org/10.3390/educsci14101104
