Designing and Researching Online Professional Development [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).

Autor/inn/en	Amador, Julie M.; Callard, Cynthia; Choppin, Jeffrey; Carson, Cynthia; Gillespie, Ryan
Titel	Designing and Researching Online Professional Development [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).
Quelle	(2019), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Design; Educational Research; Online Courses; Electronic Learning; Faculty Development; Middle School Teachers; Mathematics Teachers; Computer Mediated Communication; Coaching (Performance); Video Technology; Mathematics Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsforschung; Pädagogische Forschung; Online course; Online-Kurs; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Computerkonferenz; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this working group, we continue with previous efforts to consider design and research methodologies related to teacher learning in online professional development contexts. We then describe an innovative project designed to support the development of middle school mathematics teachers, with a focus on three distinct forms of online learning: digitally communicated teaching lab lessons, an online course, and online video coaching. Given recent technological advances and demands to support teachers in various contexts, we contend that researching and understanding these online models, as well as other online models is important for the broader field of mathematics education. As a result, Year Three of this proposed discussion group will combine whole-group and subgroup time to converse about: (1) the challenges of online professional learning experiences; (2) research tools, methods, and analyses; (3) the connections among different projects and studies; (4) scaling up online models; and (5) future collaborations and research. [For the complete proceedings, see ED606556.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01