Making practice studyable.

Autor/inn/en	Ghousseini, Hala; Sleep, Laurie
Titel	Making practice studyable.
Quelle	In: ZDM : mathematics education, 43 (2011) 1, S. 147-160 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-010-0280-7
Schlagwörter	Bildungsforschung; Pädagogische Forschung; Lehrer; Lehrerausbildung; Lehrerbildung; Lernen; Professionalisierung
Abstract	A common way to situate professional learning in practice is to use representations of teaching, such as videos of classroom instruction or samples of student work. Using representations of teaching, however, does not automatically lead to teacher learning. Learning in and from practice also requires supports that make such practice studyable. The authors introduce and explore the work of "making practice studyable" by analyzing a case of practice-based professional development in which the professional development designers deliberately tried to mediate participants' learning in and from practice. From this analysis, the authors identified five categories of work that can help make practice studyable: (1) engaging the content, (2) providing insight into student thinking, (3) orienting to the instructional context, (4) providing lenses for viewing, and (5) developing a disposition of inquiry. These categories are then applied to the use of a representation of mathematics teaching in a course for preservice elementary teachers.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2012/2