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Knowing that I cannot possibly share all the twists and turns in my scholarly path as a mathematics teacher educator, in this chapter I selected five themes to focus on, organized roughly into chronological phases: 1) conceptualizing teacher learning, 2) developing and enacting the Problem-Solving Cycle (PSC) model of professional learning; 3) developing and enacting the Teacher Leadership Preparation (TLP) model for preparing professional learning facilitators; 4) building leadership capacity for professional learning and leadership development; and 5) conceptualizing a framework for preparing professional learning facilitators. In the final section of the chapter, I reflect on several features that have been consistent across these phases: the opportunity to collaborate with and learn from close colleagues, funding opportunities, and a desire to make a difference for teachers and students.

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From Professional Learning to Preparing Professional Learning Facilitators

  • 章节

  • 发表日期：

    2026年

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  • Hilda Borko

摘要

Knowing that I cannot possibly share all the twists and turns in my scholarly path as a mathematics teacher educator, in this chapter I selected five themes to focus on, organized roughly into chronological phases: 1) conceptualizing teacher learning, 2) developing and enacting the Problem-Solving Cycle (PSC) model of professional learning; 3) developing and enacting the Teacher Leadership Preparation (TLP) model for preparing professional learning facilitators; 4) building leadership capacity for professional learning and leadership development; and 5) conceptualizing a framework for preparing professional learning facilitators. In the final section of the chapter, I reflect on several features that have been consistent across these phases: the opportunity to collaborate with and learn from close colleagues, funding opportunities, and a desire to make a difference for teachers and students.