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Laboratory Class Cycle: A Model for Teacher Development

Abstract

"Continued learning is vital to effective teaching. The present paper reports on a case study which explored the affordances of the laboratory class cycle as a structure for anchoring elementary mathematics teachers' continual learning about teaching. The laboratory class is a teaching cycle that engages teachers in the preparation, observation and critique of mathematics lessons. Six teachers and one administrator who worked closely with the teachers in an elementary school in the south eastern region of the United States participated in the study. Interviews were conducted with all the participants to elicit the value they attached to the laboratory class cycle. Findings showed that each of the three components in the laboratory class cycle assisted the participants in their learning to teach."

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