Pathways to Professional Growth: Investigating Upper Primary School Teachers' Perspectives on Learning to Teach Algebra

Autor/inn/en	Wilkie, Karina J.; Clarke, Doug
Titel	Pathways to Professional Growth: Investigating Upper Primary School Teachers' Perspectives on Learning to Teach Algebra
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 4, Artikel 6 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Knowledge Level; Teaching Methods; Teacher Researchers; Design; Faculty Development; Change Strategies; Mathematics Instruction; Algebra; Attitude Change; Interaction; Knowledge Base for Teaching; Pedagogical Content Knowledge; Elementary School Mathematics; Models; Teacher Surveys; Case Studies; Coding; Observation; Self Efficacy; Foreign Countries; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerforschung; Lösungsstrategie; Mathematics lessons; Mathematikunterricht; Attitudinal change; Einstellungsänderung; Interaktion; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Elementare Mathematik; Schulmathematik; Analogiemodell; Case study; Fallstudie; Case Study; Codierung; Programmierung; Beobachtung; Self-efficacy; Selbstwirksamkeit; Ausland; Australien
Abstract	This paper discusses upper primary school teachers' perspectives on changes to their knowledge and practice through participation in a design-based research project. It analyses their experiences using Clarke and Hollingsworth's (2002) empirically-founded model for professional growth to understand more about the mechanisms for change that might support teachers in teaching a challenging aspect of mathematics--algebra. The ten teachers referred to observations of teaching in action, and modification of their beliefs about algebra, themselves as learners, about particular students, and about teaching mathematics. They shared differing perspectives on interacting with colleagues. Some teachers described discomfort when confronted with their lack of knowledge or with their students' questions during lessons. The findings demonstrate pathways that appeared to be commonly experienced by many of the teachers and also those that highlight the individualistic nature of teacher change mechanisms. Implications for the design of professional learning in mathematics for in-service and pre-service teachers are discussed. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01