2360

Borkoa, Karen Koellner, Jennifer Jacobsca

The Journal of Mathematical Behavior

elsevier

2014

33

149– 167

Mathematics professional development , Professional development leaders , Teacher leaders , Facilitating professional development , Knowledge for professional developmenta

tThis paper reports on novice teacher leaders’ efforts to enact mathematics PD through ananalysis of their facilitation in workshops conducted at their schools. We consider the extentto which teacher leaders facilitated the Problem-Solving Cycle model of PD with integrityto its key characteristics. We examine the characteristics they enacted particularly welland those that were the most problematic to enact. Facilitators were generally successfulwith respect to workshop culture and selecting video clips for use in the PD workshops.They had more difficulty supporting discussions to foster aspects of mathematics teachers’specialized content knowledge and pedagogical content knowledge. We suggest a numberof activities that may help to better prepare novice PD leaders to hold effective workshops.Furthermore, we conjecture that leaders of mathematics PD draw from a construct we havelabeled Mathematical Knowledge for Professional Development (MKPD), and we posit somedomains that may comprise this construct.