Introducing the PrimeD Framework: Teacher Practice and Professional Development through Shulman’s View of Professionalism
This paper clarifies and expands the definition of teacher professional practice, grounded in the commonplaces of professionalism outlined by Lee Shulman. We present the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework as a lens for transforming professional deve...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-09-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/9/1032 |
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| author | Jon Saderholm Robert N. Ronau Christopher R. Rakes Sarah B. Bush Margaret J. Mohr-Schroeder |
| author_facet | Jon Saderholm Robert N. Ronau Christopher R. Rakes Sarah B. Bush Margaret J. Mohr-Schroeder |
| author_sort | Jon Saderholm |
| collection | DOAJ |
| description | This paper clarifies and expands the definition of teacher professional practice, grounded in the commonplaces of professionalism outlined by Lee Shulman. We present the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework as a lens for transforming professional development into a practice that engages teachers as professionals. This discussion explores teachers’ roles in both their classrooms and the profession. The inclusion of PrimeD evaluation and research in the development and practice of mathematics teachers addresses Shulman’s professionalism commonplaces. PrimeD was tested as a lens for professionalism in mathematics teacher education programs at four universities. In the study, teachers collaborated as professionals on developing and testing novel ways to approach mathematics lessons. In general, teachers’ efforts to conduct structured experimentation in their lessons were disconnected from traditional views of the role of a teacher. As a result, teachers who did develop and test lesson trials in this PD program did not frequently continue experimentation. Typically, teachers wanted to collaborate on testing classroom activities but did not have resources to do so (e.g., time, collaborative planning). Systemic changes are needed to promote sustainable change, allowing teachers to collaborate and share the results of classroom research. |
| format | Article |
| id | doaj-art-3aabc52a92954014a603d486e820c33e |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-3aabc52a92954014a603d486e820c33e2025-08-20T01:55:30ZengMDPI AGEducation Sciences2227-71022024-09-01149103210.3390/educsci14091032Introducing the PrimeD Framework: Teacher Practice and Professional Development through Shulman’s View of ProfessionalismJon Saderholm0Robert N. Ronau1Christopher R. Rakes2Sarah B. Bush3Margaret J. Mohr-Schroeder4Department of Education Studies, Berea College, Berea, KY 40403, USADepartment of Middle & Secondary Education, University of Louisville, Louisville, KY 40292, USADepartment of Education, University of Maryland Baltimore County, Baltimore, MD 21250, USASchool of Teacher Education, University of Central Florida, Orlando, FL 32816, USACollege of Education, University of Kentucky, Lexington, KY 40506, USAThis paper clarifies and expands the definition of teacher professional practice, grounded in the commonplaces of professionalism outlined by Lee Shulman. We present the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework as a lens for transforming professional development into a practice that engages teachers as professionals. This discussion explores teachers’ roles in both their classrooms and the profession. The inclusion of PrimeD evaluation and research in the development and practice of mathematics teachers addresses Shulman’s professionalism commonplaces. PrimeD was tested as a lens for professionalism in mathematics teacher education programs at four universities. In the study, teachers collaborated as professionals on developing and testing novel ways to approach mathematics lessons. In general, teachers’ efforts to conduct structured experimentation in their lessons were disconnected from traditional views of the role of a teacher. As a result, teachers who did develop and test lesson trials in this PD program did not frequently continue experimentation. Typically, teachers wanted to collaborate on testing classroom activities but did not have resources to do so (e.g., time, collaborative planning). Systemic changes are needed to promote sustainable change, allowing teachers to collaborate and share the results of classroom research.https://www.mdpi.com/2227-7102/14/9/1032teacher professional developmentprofessionalismmathematics education |
| spellingShingle | Jon Saderholm Robert N. Ronau Christopher R. Rakes Sarah B. Bush Margaret J. Mohr-Schroeder Introducing the PrimeD Framework: Teacher Practice and Professional Development through Shulman’s View of Professionalism Education Sciences teacher professional development professionalism mathematics education |
| title | Introducing the PrimeD Framework: Teacher Practice and Professional Development through Shulman’s View of Professionalism |
| title_full | Introducing the PrimeD Framework: Teacher Practice and Professional Development through Shulman’s View of Professionalism |
| title_fullStr | Introducing the PrimeD Framework: Teacher Practice and Professional Development through Shulman’s View of Professionalism |
| title_full_unstemmed | Introducing the PrimeD Framework: Teacher Practice and Professional Development through Shulman’s View of Professionalism |
| title_short | Introducing the PrimeD Framework: Teacher Practice and Professional Development through Shulman’s View of Professionalism |
| title_sort | introducing the primed framework teacher practice and professional development through shulman s view of professionalism |
| topic | teacher professional development professionalism mathematics education |
| url | https://www.mdpi.com/2227-7102/14/9/1032 |
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