The relationship of theory and practice in mathematics teacher professional development: an activity theory perspective.

Autor/in	Potari, Despina
Titel	The relationship of theory and practice in mathematics teacher professional development: an activity theory perspective.
Quelle	In: ZDM : mathematics education, 45 (2013) 4, S. 507-519 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0498-2
Schlagwörter	Forschungspraxis; Lehrerausbildung; Lehrerbildung; Aktivität; Lernen; Theorie
Abstract	This paper describes certain interactions between the activity of "teaching" and the activity of "researching" in which the teachers participate in a 52-h professional development course aiming to introduce them to research in mathematics education as a tool for inquiry in their teaching. The teachers are involved in different research tasks such as: reading and presenting research papers; analyzing classroom dialogues and tasks; and designing, implementing, and evaluating collaboratively a classroom teaching intervention. From an activity theory (AT) perspective, and in particular Y. Engeström's third generation AT ["Expansive learning at work: toward an activity theoretical reconceptualization", J. Educ. Work 14, No. 1, 133-156. (2001)], distinguish two activity systems, the activity system of research and the activity system of teaching, to identify links that the participating teachers make. These links indicate the development of an inquiring stance to mathematics teaching and learning as a means of professional learning.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/1