Towards a collaborative, interactionist model of teacher change

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Beginning a pre-service teacher's mathematical identity work through narrative rehabilitation and bibliotherapy (2011, background): “Especially during teaching practice, collaboration between pre-service teachers who are teaching the same class can greatly influence their view of mathematics and the ways the teachers teach mathematics (Kaasila and Lauriala 2010 ).”
The role of a professional learning community in teacher change: a perspective from beliefs and practices (2015, background): “The professional collaboration, collegiality, and expanded professional roles improve collective teacher efficacy (Kaasila & Lauriala, 2010; Tam, 2011) and help colleagues to explore new curriculum and ways of teaching (Hindin, Morocco, Matt, & Aguilar, 2007).”
The Gradual Increase of Responsibility Model: Coaching for Teacher Change (2012, background): “Drawing on these findings, Kaasila and Lauriala (2010), suggested that “we must pay more attention to the individual starting points” in teacher education (p. 861).”
“MY PERSONAL RELATIONSHIP TOWARDS MATHEMATICS HAS NECESSARILY NOT CHANGED BUT …” ANALYZING PRESERVICE TEACHERS’ MATHEMATICAL IDENTITY TALK (2012, background): “We see that people have situational identities that are actualizing in different contexts ( Kaasila & Lauriala, 2010 ).”