Leading team:
- Dr. Nadav Ehrenfeld
Project team:
- Dr. Soryna Sabbah
- Dr. Irit Vivante
- Rima Zgair Araidy
Brief
Research on mathematics teacher learning typically focuses on the influence of single professional development (PD) activities or programs, abstracted from the interactive impacts of the multiple experiences that teachers have in different contexts. Such studies of teacher PD have produced valuable insights, but alone they give an incomplete picture of teacher learning processes. In contrast to the focus on single PD programs, this ISF funded research project was designed to investigate and further develop an ecological perspective on mathematics teacher learning (Ehrenfeld, 2022, 2023; Ehrenfeld & Stengel, 2025) as ongoing and adaptive through a complex web of learning experiences. Put simply, the overarching research question underlying this research proposal is how do mathematics teachers navigate their ongoing learning across time, settings, and ever-changing contexts?
Ehrenfeld, N. (2022). Framing an ecological perspective on teacher professional development. Educational Researcher, 51(7), 489–495.
Ehrenfeld, N. (2023). The role of mathematics teachers' previous professional experiences in their collaborative sensemaking: An ecological perspective. Journal of Mathematics Teacher Education, 8, 545–574.
Ehrenfeld, N., & Stengel, B. (2025). The temporal dimension of teacher learning in a video-based professional development program: An ecological perspective. Journal of the Learning Sciences. 34(3), 285–328.