Professors Morva McDonald and Elham Kazemi will discuss the work they are doing at the University of Washington to identify the content of their revised teacher education program and the ways in which the program focuses on the practice of teaching.

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Thursday, January 19, 2012
3:10pm - 5:00pm

  • Elham Kazemi
    Associate Professor, Curriculum and Instruction
  • Morva McDonald
    Associate Professor, Curriculum and Instruction

About the Speakers

Elham Kazemi

  • Associate Professor, Curriculum and Instruction

Elham Kazemi is an associate professor of mathematics education at the University of Washington. Her work fits within a growing body of research that explores the long-term supports that enable teachers and schools to meet the complex demands of teaching mathematics for understanding. She has extensive experience designing and studying professional development experiences for teachers in which they learn about and design instructional practices that build student reasoning in mathematics. Two central themes run through her research: (1) examining tools for professional education and teacher learning, and (2) investigating student learning and classroom practice. Currently she is collaborating on two projects. The first (RMLL: Researching Mathematics Leader Learning) aims to study the knowledge and skills that professional educators need when leading mathematical tasks in professional development. The second (LTP: Learning in, from, and through Practice) involves supporting ambitious pedagogy by redesigning mathematics teacher education to focus on the use of routine instructional activities and coached rehearsals.

Morva McDonald

  • Associate Professor, Curriculum and Instruction

Morva McDonald’s scholarship, teaching, and research focus on teacher education and the preparation of teachers to work in hard to staff schools. She addresses two related strands of research in teacher education. The first strand emphasizes programmatic efforts to prepare prospective teachers from a social justice perspective. In particular, her work looks at how programs implement social justice, multicultural education, and culturally relevant teaching across program structures, curriculum, and pedagogy. The second strand of her work focuses on teacher education programs as learning organizations. As a post doctoral researcher on the New York City Pathways Study of Teacher Education, she collaborated with a group of researchers to examine the relationships among the features of teacher preparation, teacher retention and outcomes in academic achievement for K-12 students. Currently, she is engaged in a research project with Cap Peck that investigates how teacher education programs engage performance assessment data of their candidates for programmatic learning and change. Morva employs sociocultural theories of learning, including cultural historical activity theory to understand the work of teacher education. Prior to joining the faculty at the University of Washington, Morva was an assistant professor at the University of Maryland, College Park. She has worked as a public elementary school teacher in San Francisco, California.