Teacher experience and teacher identity: A case study of three math teachers learning to teach in a Canada-China Reciprocal Learning Project

We can improve the quality of learning for teachers by studying the experiences of teacher learning. Through my facilitation of a group of three Math teachers in a Canada-China Reciprocal Learning Project over two years, I investigated teachers' experiences of learning in depth. I used a qualitative research approach to engage teachers in reflecting actively on their process of learning. Evidence of their learning was gathered by conducting interviews, observing lessons that they taught, visiting their workplaces, and reviewing documentary data of their teaching and learning. A couple of theoretical foundations-Kolb's Experiential Learning Theory and Ying's Social Constructive Learning Theory guided the research in examining how authentic teacher learning develops, as well as how social, community, and personal factors interactively influence a teacher's learning experience. Additionally, I examined the relationships between teacher's experiences of learning and their perceptions of teacher identity. The findings indicated that the experiences of teachers contributed to and continued to modify their perspectives of identifying themselves professionally, while teachers' perceptions of their professional identity influenced their ways of learning and teaching practices. The findings showed: (1) teachers achieved effective learning through interactive dialogues and active reflections; (2) through the partnered activities in the project, teachers built their sustained community of learning; (3) teachers achieved effective learning through engaging other stakeholders in their process of learning, such as students, principals and parents; (4) teachers' experiences of learning in the partnership were impacted by social factors in their school contexts as well as their personal factors; (5) teachers were self-guided/motivated learners as they sought resources to assist their teaching and other professional work at school; and (6) their partnership learning experiences potentially influenced teachers' school practices. Implications from this study suggested that authentic teacher learning is personal as well as socially constructed. Teacher educators need to respect teachers' voices regarding what they need to learn, and how they want to learn. Centering teachers in the learning process is essential for effective teacher learning. Obstacles for learning were discussed in the last chapter, and suggestions for future research were also included in the thesis.

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