Collaboration around Observation of Teaching: Powerful Professional Learning [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016).

Autor/in	Hodgson, Louise
Institution	Mathematics Education Research Group of Australasia
Titel	Collaboration around Observation of Teaching: Powerful Professional Learning [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Collaboration; Elementary School Mathematics; Elementary School Teachers; Inquiry; Teaching Methods; Educational Practices; Observation; Communities of Practice; Cooperative Planning; Lesson Plans; Intervention; Attitude Change; Investigations; Training Methods + Suchen Sie Ihr Suchwort? Lehrerkooperation; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Beobachtung; Community; Lesson planning; Unterrichtsplanung; Attitudinal change; Einstellungsänderung; Untersuchung; Didaktik; Trainingsmaßnahme
Abstract	This study investigated a group of six junior primary school teachers' learning as they collaboratively inquired into teaching practice they observed together. The focus of the study was on understanding how teachers collaborated around observed teaching practice to improve their pedagogy. The design involved four iterative stages of co-planning, observation, analysis and reflection. Results indicated a shift in participation of group members from seeing themselves as passive observers to active designers proposing improvements in teaching practice to their colleagues. An implication is that collaborative observation and reflection on teaching situated within the enactment of challenging tasks can be effective in supporting teachers to make sense of teaching in new ways. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01