Implementation of a Developmental Model of Teachers' and Didacticians' Learning through Inquiry: Design, Operationalisation and Outcomes

Autor/inn/en	Jaworski, Barbara; Potari, Despina
Titel	Implementation of a Developmental Model of Teachers' and Didacticians' Learning through Inquiry: Design, Operationalisation and Outcomes
Quelle	In: ZDM: Mathematics Education, 53 (2021) 5, S.1073-1084 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jaworski, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-021-01290-x
Schlagwörter	Faculty Development; Mathematics Teachers; Inquiry; Active Learning; Teacher Collaboration; Communities of Practice; Models + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Aktives Lernen; Lehrerkooperation; Community; Analogiemodell
Abstract	This paper addresses implementation with respect to the professional development (PD) of teachers of mathematics and the educators/didacticians who work with them, through an "inquiry-based" developmental model. In contrast with a PD model in which educators show, guide or instruct teachers in classroom approaches and mathematical tasks, we present a developmental model in which teachers and educators collaborate to inquire into and develop their own teaching practice. The project, "Learning Communities in Mathematics" (LCM: e.g., Goodchild, Fuglestad and Jaworski, 2013) exemplifies this developmental model. Here we focus on a project "Teaching Better Mathematics" (TBM) which extends LCM and implements its developmental model at larger scale. We trace the implementation process through analysis of data gathered during and after the extended project, including written reflections of key didacticians, minutes from leadership meetings and two versions of the project proposal. Particularly, we trace learning and development through an activity theory analysis of the issues, tensions and contradictions experienced by participation in TBM. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01