A Model to Direct Online Continuous Professional Development Opportunities for Mathematics Teachers in the South African Context of Disparities

Autor/inn/en	van der Merwe, T. M.; van der Merwe, A. J.; Venter, L. M.
Titel	A Model to Direct Online Continuous Professional Development Opportunities for Mathematics Teachers in the South African Context of Disparities
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 14 (2010) 3, S.63-78 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2010.10740692
Schlagwörter	Foreign Countries; Faculty Development; Professional Continuing Education; Mathematics Teachers; Models; Online Courses; Educational Technology; Technology Uses in Education; Socioeconomic Influences; Disadvantaged; Barriers; Rural Urban Differences; Access to Computers; South Africa + Suchen Sie Ihr Suchwort? Ausland; Berufsfeldbezogener Unterricht; Weiterbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Analogiemodell; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sozioökonomischer Faktor; Stadt-Land-Beziehung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In a previous paper we reported on several personal and situational tensions which influence the use and value of a mathematics-friendly online discussion forum environment in pursuit of the Continuous Professional Development (CPD) of previously disadvantaged and advantaged mathematics teachers in the South African context of disparities. This paper builds on the preliminary contributions reported there by offering a strategic model that can be used by a Subject Advisor to firstly anticipate and secondly discover tensions that point at teachers' real forum needs, thereby ensuring an online CPD strategy that is concomitant to the community for which the online forum is offered. The model is explained by way of a narrative walkthrough which also illustrates the practical usefulness thereof. Implications for existing theory are also offered. In a rapidly expanding and increasingly accessible technological environment, this paper provides a timeous foundation, benchmarks and pointers for future implementations of online forum discussion environments aimed at the CPD of not only mathematics teachers, but teachers in general. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01