RUME 26
2024
Omaha, Nebraska
“I don’t see myself as an expert at all”: Authority in Facilitating Instructional Change
Page: 197
Of the many challenges in shifting towards inquiry-oriented instruction from a lecture-based approach is understanding the role of the teacher in this new paradigm. One aspect of that role involves navigating novel classroom authority dynamics as students bear more authority to create and justify mathematical ideas. Supporting teachers as they navigate this shift is one of the many roles of effective professional development (PD). This study of one PD facilitator’s authority as he worked to support instructors’ inquiry-oriented instruction (IOI) revealed a new type of authority, called pedagogical expertise authority, that may be of particular importance to understanding how to best support IOI. Additionally, the results of this study suggest the impacts of facilitators’ beliefs and teaching experiences on long-term professional development.