Literaturnachweis - Detailanzeige
| Autor/inn/en | Dick, Lara K.; Appelgate, Mollie H.; Gupta, Dittika; Soto, Melissa M. |
|---|---|
| Titel | Continuous Improvement Lesson Study: A Model of MTE Professional Development |
| Quelle | In: Mathematics Teacher Educator, 10 (2022) 2, S.111-128 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2167-9789 |
| Schlagwörter | Mathematics Teachers; Teacher Educators; Faculty Development; Communities of Practice; Elementary School Teachers; Multiplication; Teacher Improvement; Program Effectiveness; Teacher Collaboration; Cooperative Planning; Group Discussion; Barriers |
| Abstract | A group of mathematics teacher educators (MTEs) began a lesson study to develop a research-based lesson to engage elementary preservice teachers with professional teacher noticing within the context of multidigit multiplication. Afterward, MTEs continued teaching and revising the lesson, developing an integrated process that combined lesson study with the continuous improvement model. This article introduces the continuous improvement lesson study process, shares an example of how the process was used, and discusses how the process serves as a collaborative professional development model for MTEs across institutions. (As Provided). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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