Teachers' Reflection on Inquiry-Oriented Instruction in Online Professional Development

In light of the expansion of student-centered instructional approaches in mathematics education and a brightening spotlight on virtual teacher supports, I look to Inquiry-Oriented Instruction (IOI) and explore how instructors reflect on and plan for their implementation of IOI in online professional development. I focus specifically on two teachers' comments on their implementation of IOI materials covering Abstract Algebra topics in online work groups developed to support teachers in implementing IOI. I analyze both reflection and enactment through the components of IOI characterized through the Instructional Triangle. Analysis of the teachers' reflections, viewed through their participation in the roles of sense maker, inquirer, and builder, revealed interesting differences in the teachers' approaches to IOI. I detail these two teachers' approaches to IOI and ultimately shed light on the intricacies of IOI and online professional development. Such findings support the growing bodies of research centered around IOI and corresponding professional development.

Name thesis:degree_name

Master of Science

Level thesis:degree_level

masters

Discipline thesis:degree_discipline

Mathematics

Department dc:contributor.department

Mathematics

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2021

Author dc:creator

• Kelley, Marilin Annie

Chair dc:contributor.committeechair

• Johnson, Estrella

Committee members dc:contributor.committeemember

• Norton, Anderson Hassell
• Wawro, Megan

• algebra
• instructional techniques
• practices
• post-secondary education
• inquiry
• inquiry-oriented instruction
• Career development

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

vt_gsexam:28905

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/101847