Literaturnachweis - Detailanzeige
| Autor/inn/en | Clarke, Pier A. Junor; Fournillier, Janice B. |
|---|---|
| Titel | Action Research, Pedagogy, and Activity Theory: Tools Facilitating Two Instructors' Interpretations of the Professional Development of Four Preservice Teachers |
| Quelle | In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 5, S.649-660 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0742-051X |
| DOI | 10.1016/j.tate.2012.01.013 |
| Schlagwörter | Preservice Teacher Education; Secondary School Mathematics; Preservice Teachers; Action Research; Faculty Development; Student Development; Constructivism (Learning); Education Courses; Teacher Researchers; Teacher Educators; Pedagogical Content Knowledge; Educational Strategies; Instructional Effectiveness |
| Abstract | This paper explores the value of action research in the understanding of the professional development of 4 preservice secondary school mathematics (PSSM) teachers and their instructors in a teacher education program. It draws upon data collected from multiple cycles in a research project (2007-2010). The goal of the long term project was to explore how PSSM teachers combined knowledge from their content area and pedagogy courses with the action research course. This paper represents how activity theory facilitated the instructors' interpretations and understandings of the benefits and challenges of using action research as a professional development strategy with PSSM teachers. (Contains 3 figures and 1 table.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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