Source: Journal of Mathematics Teacher Education, Volume 13, Number 6, 473-485. (December, 2010).
This article reports on a study concerns 4 years of collaboration between secondary school teachers and academic researchers, constituting an emerging community of inquiry into mathematics teaching.
The authors discuss the process of the forming of this community, focusing on the reflective activity developed by its members as well as the tensions and conflicts that emerged in the shaping of an inquiry identity by them.
Furthermore, the authors identify shifts in the mode of participation in the community and thus learning gains of all members.
The article describes the teachers gradually developing an awareness of teaching practice in general, and the researchers becoming progressively acquainted with the reflexive relationship between inquiring into teaching practice and teachers’ professional development.
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