Working Collectively to Design Online Teacher Education Curriculum: How Do Teacher Educators Manage to Do It? [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).

Autor/inn/en	Milewski, Amanda; Gürsel, Umut; Herbst, Patricio
Titel	Working Collectively to Design Online Teacher Education Curriculum: How Do Teacher Educators Manage to Do It? [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Design; Online Courses; Teacher Education Curriculum; Mathematics Teachers; Teacher Educators; College Faculty; Mathematics Instruction; Theories; Computer Software; Program Descriptions; Inquiry; Group Dynamics; Peer Relationship; Curriculum Development + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fakultät; Mathematics lessons; Mathematikunterricht; Theory; Theorie; Gruppendynamik; Peer-Beziehungen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	This paper is part of a three-year inquiry that supports and investigates the work of groups of mathematics teacher educators using technological tools to design and implement multimedia practice-based teacher education curriculum materials. This paper describes the kinds of activities, interactions, and tools used by mathematics teacher educators to engage in such work. Using Engeström's Activity Theory as a framework, we organize our observations of the groups' work sessions, noting differences across the groups' objectives and ways of organizing the division of labor and tools for engaging in the work. Our results suggest the activity of collective curriculum development amongst teacher educators can take on at least three distinct types of interactions. We present these types of interactions as "caricatures" (Lambdin & Preston, 1995), using data from all of the groups to represent composite descriptions. [For complete proceedings, see ED581294.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01