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

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dc.contributor.authorKelley, Marilin Annieen
dc.contributor.committeechairJohnson, Estrellaen
dc.contributor.committeememberNorton, Anderson Hassellen
dc.contributor.committeememberWawro, Meganen
dc.contributor.departmentMathematicsen
dc.date.accessioned2021-01-12T09:01:04Zen
dc.date.available2021-01-12T09:01:04Zen
dc.date.issued2021-01-11en
dc.description.abstractIn 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.en
dc.description.abstractgeneralIn 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 a framework model called 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.en
dc.description.degreeMaster of Scienceen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:28905en
dc.identifier.urihttp://hdl.handle.net/10919/101847en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectalgebraen
dc.subjectinstructional techniquesen
dc.subjectpracticesen
dc.subjectpost-secondary educationen
dc.subjectinquiryen
dc.subjectinquiry-oriented instructionen
dc.subjectCareer developmenten
dc.titleTeachers' Reflection on Inquiry-Oriented Instruction in Online Professional Developmenten
dc.typeThesisen
thesis.degree.disciplineMathematicsen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Scienceen
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