Abstract

This qualitative study examined how collaborative dialogue evolved across four cycles of a formative peer observation system involving one veteran and two first-year secondary mathematics teachers, exploring which aspects of that dialogue teachers attributed to changes in their instructional practice. Using the Math Talk for Equitable Participation (MTEP) framework across one academic year, data were drawn from verbatim transcripts of eight collaborative sessions and video-stimulated recall interviews. Four key findings emerged: evidence shifted from planning documents to video of student thinking, deepening pedagogical reasoning; novice teacher contributions grew from peripheral to central; relational trust fostered critical rather than merely affirming post-lesson meetings; and problems of practice evolved from procedural tasks to genuine adaptive dilemmas. Results indicate that structured formative peer observation, when paired with a domain-based rubric and a shared problem of practice, catalyzes pedagogically productive talk and instructional change, suggesting that effective professional learning communities should prioritize evidence-based observation cycles, domain-focused rubrics, and adequate time for relational trust to develop between veteran and novice teachers.

Degree

MA

College and Department

David O. McKay School of Education; Teacher Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2026-06-04

Document Type

Thesis

Keywords

teacher collaboration, pedagogically productive talk, peer observation, professional learning communities, mathematics education, novice teachers

Language

english

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