Literaturnachweis - Detailanzeige
| Autor/inn/en | Boonstra, Kathryn E.; Miesner, Helen Rose; Graue, Elizabeth; Grodsky, Eric |
|---|---|
| Titel | Participation and Learning in PreK Teacher Workgroups: A Communities of Practice Analysis of Mathematics-Focused Professional Development |
| Quelle | In: Journal of Early Childhood Teacher Education, 44 (2023) 3, S.510-530 (21 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Boonstra, Kathryn E.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1090-1027 |
| DOI | 10.1080/10901027.2022.2104185 |
| Schlagwörter | Preschool Teachers; Teacher Participation; Communities of Practice; Mathematics Education; Faculty Development; Interaction; Dialogs (Language) |
| Abstract | Professional collaboration is widely seen as an important component in educator professional development, but we know little about the interactional processes that undergird teacher learning in collaborative workgroups. This paper focuses on four collaborative workgroups in a yearlong, mathematics-focused professional development series for pre-Kindergarten teachers. Using a communities of practice framework, we analyzed teacher workgroup conversations to understand how these interactions mediated teachers' learning. We identified three modes of participation that characterized workgroup conversations and influenced the availability and quality of learning opportunities afforded to participants: interpersonal management, validation, and collective reasoning. Findings provide insight into how interactional processes in teacher workgroups may advance or inhibit teachers' learning. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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