Transformation of Teacher Attitude and Approach to Math Instruction through Collaborative Action Research

Autor/in	Bonner, Patricia J.
Titel	Transformation of Teacher Attitude and Approach to Math Instruction through Collaborative Action Research
Quelle	In: Teacher Education Quarterly, 33 (2006) 3, S.27-44 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teacher Effectiveness; Elementary Secondary Education; Daughters; Mothers; Action Research; Self Efficacy; Grade 5; Mathematics Teachers; Teacher Attitudes; Teaching Methods; Mathematics Instruction; Cooperation; College Faculty; Teacher Educators; Bilingual Teachers; Professional Development + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Daughter; Tochter; Mother; Mutter; Projektforschung; Self-efficacy; Selbstwirksamkeit; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Co-operation; Kooperation; Fakultät; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	As a university professor who has taught at the teacher education, masters, and doctoral levels, the life of teaching has been an enduring interest, particularly teaching that occurs in K-12 settings. From the author's own work as a K-12 teacher and administrator to her earliest studies of effective teaching and in her own university teaching, she has been interested in the complex practice of teaching and in how to make the practice more effective for student learning and more satisfying and fulfilling for the teacher. Thus, she engaged in a yearlong action research project with a fifth-grade teacher who happened to be her daughter. Her objective was to better understand the action research process; she had not anticipated the multi-faceted results in terms of student benefits and her daughter's increased sense of self-efficacy and professionalism. This article describes the author's experience in working with two bilingual fifth grade teachers. The focus of the article is on the transformation of these experienced teachers and on factors in the process that the author believes contributed most strongly to their professional growth. Not only was there development in their mathematics instructional approaches, but even more noteworthy, in their attitudes toward their students, toward math as a content area, and toward themselves as teachers of mathematics. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Blvd PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10