Documenting the Learning of Teacher Communities across Changes in Their Membership

Teacher mobility is often viewed as a limitation of longitudinal analyses of teacher learning in communities, in which membership changes. I introduce an analytical tool developed to address the continuation of the learning of such communities across changes in membership. In the case analysis, I examine whether changes in membership should be framed as induction of new members into a single community that evolves across the years, or instead as the emergence of a new community each time the membership changes. (Contains 4 footnotes.) [Funding for this paper was provided by The University of Queensland. For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]