RUME 25
2023
Omaha, Nebraska
Investigating Norms in a Professional Learning Community
Page: 938
Research has shown that support from collaborative professional development communities benefits faculty introducing student-centered instruction to their classrooms (Henderson, Beach, & Finkelstein, 2011; Speer & Wagner, 2009). While the RUME community has some understanding of how professional development groups can be effectively formed to support teachers (e.g., Kelley & Johnson, 2022), further research is needed. In this study, I investigate the norms established within one such professional development community: an online working group designed to support teachers’ implementation of an inquiry oriented abstract algebra curriculum. Preliminary results indicate that participants established norms related to working on tasks, contributing ideas and responding to each other’s contributions, and sharing authority.