A Novice Mathematics Teacher Educator--Researcher's Evolution of Tools Designed for In-Service Mathematics Teachers' Professional Development

Autor/inn/en	Chen, Jian-Cheng; Lin, Fou-Lai; Yang, Kai-Lin
Titel	A Novice Mathematics Teacher Educator--Researcher's Evolution of Tools Designed for In-Service Mathematics Teachers' Professional Development
Quelle	In: Journal of Mathematics Teacher Education, 21 (2018) 5, S.517-539 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-017-9396-9
Schlagwörter	Mathematics Teachers; Faculty Development; Mathematics Instruction; Mathematical Concepts; Beginning Teachers; Inservice Teacher Education; Foreign Countries; Instructional Design; Mathematics Achievement; Mentors; Student Centered Learning; Pedagogical Content Knowledge; Teaching Methods; Taiwan + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Junior teacher; Junglehrer; Lehrerfortbildung; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study documented the process of evolution of the continuous design and revision of the tools of a novice mathematics teacher educator--researcher (MTE-R) as he planned and implemented design-based professional development workshops for in-service mathematics teachers in Taiwan. In order to effectively facilitate teachers designing and implementing their own conjecturing activities during the workshops, the MTE-R fostered their professional learning and growth through reflection upon students' performance. From the perspective of activity theory, this study examined the evolution of the MTE-R's mentoring activities and tools whose design gradually changed from being based on the literature content toward being learner-centered activities with teachers as learners. Such evolution not only enhanced teachers' learning outcomes, but also facilitated the MTE-R's own professional growth in different areas, including mathematics, mathematics learning, mathematics teaching, teacher education, and, in particular, the extrapolation of generic examples for understanding mathematical concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01