Teaching has traditionally been an isolated practice, conducted by individual teachers and their students behind closed classroom doors. The degree to which teachers, administrators, and other stakeholders view their work as private practice rather than public practice is a problem in schools because it hinders the growth of individual teachers, and limits the degree to which expertise can be shared. The following action research project addresses this issue within the setting of the mathematics department at Mercersburg Academy, a mid-sized, co-educational boarding school in central Pennsylvania. The project seeks to promote teaching as public practice though formative peer observation, peer mentoring, and a lecture series.
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