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Towards an organizing frame for mapping teachers' learning in professional development
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0001-5259-2712
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0002-3329-0177
2018 (engelsk)Inngår i: Nordic Research in Mathematics Education: Papers of NORMA17 / [ed] Eva Norén, Hanna Palmér, Audrey Cooke, Göteborg, 2018, s. 229-237Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

In their claim that teachers’ learning is treated as a “black box” in research on

professional development programs for mathematics teachers, Goldsmith, Doerr,

& Lewis (2014) call for “an organizing framework that clearly distinguishes

dimensions of teachers’ learning and identifies catalysts of teachers’ learning…”

(p. 23). The aim of this study is to present initial efforts to construct a framework

for categorizing descriptions of activities designed to support teachers’ learning

as presented in research articles within mathematics education. Based on existing

literature on professional development and examination of research articles, an

organizing frame is constructed.

sted, utgiver, år, opplag, sider
Göteborg, 2018. s. 229-237
Serie
Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274 ; 12
Emneord [en]
Professional development, teacher learning, mathematics teacher
HSV kategori
Identifikatorer
URN: urn:nbn:se:mdh:diva-41056ISBN: 978-91-984024-1-4 (tryckt)OAI: oai:DiVA.org:mdh-41056DiVA, id: diva2:1251928
Konferanse
NORMA17: The Eighth Nordic Conference on Mathematics Education
Tilgjengelig fra: 2018-09-28 Laget: 2018-09-28 Sist oppdatert: 2019-10-03bibliografisk kontrollert
Inngår i avhandling
1. Support for mathematics teachers’ change: Examining catalysts for teacher learning and role of the teacher in professional development programmes
Åpne denne publikasjonen i ny fane eller vindu >>Support for mathematics teachers’ change: Examining catalysts for teacher learning and role of the teacher in professional development programmes
2019 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

When the perception changes regarding what mathematics students should be able to manage, this is typically addressed through a new national curriculum. To establish and implement this new curriculum in practice, teachers must be given the opportunity to change according to it. For such change, they need support in interpreting and implementing the new curriculum. Typically, there are two common ways to support teacher change: (1) developing and launching curriculum materials that correspond to the national curriculum; and (2) implementing professional development programmes (PDPs) that correspond to the new national curriculum. This thesis includes both aspects and aims to contribute to research on support for mathematics teachers’ change. This aim is operationalized by: (1) studying mathematics textbooks in which tasks and plausible teaching intentions are analysed; (2) studying teacher agency in collegial discussions in relation to the design of a PDP; and (3) mapping and describing catalysts for teacher learning from PDPs in research literature. These studies resulted in five papers, which are included in this thesis. The main results of the papers cover: the distribution of types of tasks in Swedish mathematics textbooks; the type of learning approach advocated in these textbooks; how different types of texts in PDPs relate to teacher agency in collegial discussions; and an identification and description of catalysts for teacher learning from PDPs for mathematics teachers. In the kappa1 of this thesis, these results are merged and discussed in relation to different models of teacher change. The focus in the kappa is on examining catalysts for teacher learning from such initiatives and the role of the teacher in PDPs. This examination suggests elaborations on parts of a conceptual framework for effective PDPs (Desimone, 2009). More precisely, the elaborations concern core critical features for effective PDPs, presented in this framework: Content Focus, Active Learning, Collective Participation, Duration, and Coherence. The main contributions of this thesis concern: a tool for analysing tasks in textbooks with respect to problem-solving tasks; an organizing frame for mapping learning catalysts from articles describing PDPs; a description of catalysts for teacher learning from PDPs as specifications of core critical features for effective PDPs; and the role of the teacher in PDPs as a catalyst for learning. Implications and suggestions for future research are discussed.

___________________________

1The Swedish term kappa will be used in this thesis in the absence of an equivalent English term for the introductory chapters of an aggregation dissertation

sted, utgiver, år, opplag, sider
Västerås: Mälardalen University, 2019
Serie
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 298
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-45360 (URN)978-91-7485-442-8 (ISBN)
Disputas
2019-11-13, Kappa, Mälardalens högskola, Västerås, 13:15 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2019-10-04 Laget: 2019-10-02 Sist oppdatert: 2019-10-14bibliografisk kontrollert
2.
Posten ble ikke funnet. Det kan skyldes at posten ikke lenger er tilgjengelig eller det er feil id i adressefeltet.

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