Double Demonstration Lessons: Authentically Participating in an Inquiry Stance

Autor/inn/en	Gerstenschlager, Natasha; Barlow, Angela T.; Lischka, Alyson; Watson, Lucy; Strayer, Jeremy; Stephens, D. Christopher; Hartland, Kristin S.; Willingham, James C.
Titel	Double Demonstration Lessons: Authentically Participating in an Inquiry Stance
Quelle	In: Mathematics Teacher Educator, 9 (2021) 2, S.110-126 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-9789
Schlagwörter	Faculty Development; Inquiry; Lesson Plans; Mathematics Instruction; Demonstrations (Educational); Mathematics Teachers; Teacher Educators; Problem Solving + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Mathematics lessons; Mathematikunterricht; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Problemlösen
Abstract	Research has shown that the ways in which teachers engage in professional development activities vary widely. identified three levels of teacher appropriation within professional development, with their inquiry stance indicative of teachers engaging in self-sustaining practices. In our project, we modified the demonstration lesson format so that teachers took an active role in changing an observed lesson and then viewing the impact of those changes as a second lesson was taught. We share evidence that this modified structure provided opportunities for teachers to engage in an inquiry stance on teaching and discuss implications for professional development providers in structuring activities to foster an inquiry stance. (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: nctm@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01