The Relationship of Implicit Theories to Elementary Teachers' Patterns of Engagement in a Mathematics-Focused Professional Development Setting

Autor/inn/en	Barlow, Angela T.; Lischka, Alyson E.; Willingham, James C.; Hartland, Kristin; Stephens, D. Christopher
Titel	The Relationship of Implicit Theories to Elementary Teachers' Patterns of Engagement in a Mathematics-Focused Professional Development Setting
Quelle	In: Mid-Western Educational Researcher, 30 (2018) 3, S.93-122 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-3997
Schlagwörter	Elementary School Students; Elementary School Teachers; Faculty Development; Video Technology; Pedagogical Content Knowledge; Case Studies; Teacher Attitudes; Cooperative Learning; Mathematics Instruction; Mathematics Education; Mathematics Teachers; Learning Processes; Learning Theories + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Case study; Fallstudie; Case Study; Lehrerverhalten; Kooperatives Lernen; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Mathematics; Mathematik; Learning process; Lernprozess; Learning theory; Lerntheorie
Abstract	As elementary teachers aim to deepen their mathematical understandings, they engage in a relearning process that involves not only revisiting but also reconstructing their knowledge. To do so, meaningful engagement in immersion and practice-based experiences is required. This exploratory case study investigated the engagement patterns of two elementary teachers with varying implicit beliefs as they participated in a professional development that focused on relearning mathematics. Data were collected on the two participants in the form of video narratives, observation protocols, and interviews. Attention was given to their patterns of engagement in collaborative group settings as the participants moved through different phases of the professional development lesson. Results indicated that the engagement patterns of the two participants closely aligned with learning behaviors described in the implicit beliefs theory. In this way, the results suggested an extension of the implicit theories model to the relearning context. Additional implications and future questions are provided. (As Provided).
Anmerkungen	Mid-Western Educational Research Association. PO Box 702, Athens, OH 45701. Tel: 740-593-0880; e-mail: mwera.ed@gmail.com; e-mail: mwer1316@gmail.com; Web site: http://www.mwera.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01