Mathematics

Figure 1: Extended Interconnected Model of Teacher Professional Growth
(EIMPG)
Professionalization starts from the External Domain in the development phase
where first of all experiences the different participants have with a specific
topic or pedagogy are exchanged. Then new practices, ideas and views are
looked for in literature or from other external sources. These new aspect are
then incorporated in the materials under redesign and these new materials are
again discussed and adapted until participants consider the materials ready for
class use. This interplay leads not only to teacher growth in what Clarke and
Hollingsworth called “change sequences”, but it concurrently prepares the
teachers for class use. However teacher growth is still fragile as teachers
have not yet experienced how students are going to react to it. The class
enactment phase serves to provide these experiences: how are students
responding to the materials and how do these contribute to student learning?
The interplay between the domains in the class enactment phase leads to
“growth networks”. Teacher learning proves to be highly idiosyncratic.
The External Domain plays a crucial role in what teachers learn as here the
“teacher learning material” is situated. In the next section important
organizational issues are highlighted, and finally drawing on experience and
own research the roles of the different stakeholders are discussed.
3 A Teacher Design Team (TDT)
3.1 Organisation
From literature, and from own research and experience, the following essential
aspects for a TDT emerged (Garet, Porter et al. 2001; Fullan 2007; Penuel,
Fishman et al. 2007; Coenders, Terlouw et al. 2010; Avalos 2011; Desimone
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