Exploring Relationships among Teacher Change and Uses of Contexts

Autor/in	Smith, Wendy M.
Titel	Exploring Relationships among Teacher Change and Uses of Contexts
Quelle	In: Mathematics Education Research Journal, 24 (2012) 3, S.301-321 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-012-0053-4
Schlagwörter	Video Technology; Mathematics Education; Mathematics Teachers; Faculty Development; Professional Development; Teaching Methods; Middle School Students; Observation; Educational Environment; Case Studies; Correlation; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Beobachtung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Case study; Fallstudie; Case Study; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The three middle level mathematics teachers in this set of case studies were engaged in a longitudinal professional development program that sought to impact teaching practices through increasing participants' mathematical knowledge for teaching. This study investigates how teachers use the contexts in which their teaching practices are situated. Data collected include multiple classroom observations, videotapes, and interviews. The roles of contextual elements in the three teachers' teaching practices vary greatly, influenced by teachers' knowledge and beliefs. The realities of contexts were less important than how teachers chose to use those contexts. These cases specifically illuminate the complexities in teachers' uses of school structure, professional development, curriculum, testing policies, principal expectations, community expectations, and extra-curricular activities. For the three teachers in this study, the roles of contextual elements in their teaching practices varied greatly; such roles are influenced by teachers' knowledge and beliefs. While much of this analysis is specific to mathematics, some teaching practices transcend mathematics and thus be interesting to a wide audience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10