Using Learning Trajectories for Teacher Learning to Structure Professional Development

Autor/inn/en	Bargagliotti, Anna E.; Anderson, Celia Rousseau
Titel	Using Learning Trajectories for Teacher Learning to Structure Professional Development
Quelle	In: Mathematical Thinking and Learning: An International Journal, 19 (2017) 4, S.237-259 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2017.1365222
Schlagwörter	Faculty Development; Statistics; Mathematics Instruction; Concept Formation; Mathematical Concepts; Pedagogical Content Knowledge; Sampling; Regression (Statistics); Knowledge Base for Teaching; Secondary School Teachers; Urban Schools; Assignments; Reflection; Meetings; Homework; Video Technology; Program Development; Misconceptions; Teacher Evaluation + Suchen Sie Ihr Suchwort? Statistik; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Pädagogische Kompetenz; Regression; Regressionsanalyse; Teaching theory; Theory of teaching; Unterrichtstheorie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Assignment; Auftrag; Zuweisung; Meeting; Tagung; Hausaufgabe; Programmplanung; Missverständnis; Teacher appraisal; Lehrerbeurteilung
Abstract	As a result of the increased focus on data literacy and data science across the world, there has been a large demand for professional development in statistics. However, exactly how these professional development opportunities should be structured remains an open question. The purpose of this paper is to describe the first iteration of a design experiment involving Project-SET (www.project-set.com) professional development program. Project-SET provided professional development to enhance teachers' understanding of statistics concepts. The project constructed two learning trajectories for teacher learning and subsequently used the learning trajectories to structure the professional development curriculum. The main goal of this paper is to illustrate how the utilization of the teacher-learning trajectories to structure the professional development allowed participating teachers to develop several aspects of Statistics Knowledge for Teaching (Groth, 2013). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01