Teachers' Content-Related Learning Processes: Teachers' Use of Professional Development Content on Teaching Approaches to Inclusive Mathematics Education

Autor/inn/en	Bertram, Jennifer; Rolka, Katrin
Titel	Teachers' Content-Related Learning Processes: Teachers' Use of Professional Development Content on Teaching Approaches to Inclusive Mathematics Education
Quelle	In: Mathematics Teacher Education and Development, 24 (2022) 1, S.39-58 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Learning Processes; Knowledge Base for Teaching; Faculty Development; Teaching Methods; Inclusion; Mathematics Education; Secondary School Teachers; Transfer of Training; Individualized Instruction; Mathematics Activities + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Mathematische Bildung; Training; Transfer; Ausbildung; Individualisierender Unterricht
Abstract	The knowledge regarding teacher learning processes is fundamental to organising a professional development (PD) programme systematically and effectively. In the study reported in this article, we examined content-related teacher learning processes in the context of inclusive mathematics teaching. We first explain approaches to inclusive mathematics teaching (derived from the literature) and how these approaches can help teachers to differentiate with open-ended and challenging tasks. While focusing on the transfer of learning as one important part of teacher learning processes, the study investigated teachers' use of the PD content (i.e., the teaching approaches) after a PD session. For this, a case vignette as a method of inquiry was used. We analysed the written answers from 15 secondary teachers using qualitative content analysis. The teachers used many approaches to inclusive mathematics teaching and applied them in the context of the case vignette. Finally, we focus on implications for the design of PD programmes concerning teacher learning about inclusive mathematics teaching. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01