Case Studies of Mathematics Teachers' Learning in an Online Study Group

Autor/in	Groth, Randall E.
Titel	Case Studies of Mathematics Teachers' Learning in an Online Study Group
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 7 (2007) 1, S.490-520 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Communities of Practice; Teacher Collaboration; Mathematics Teachers; Case Studies; Educational Change; Teaching Methods; Resistance to Change; Knowledge Base for Teaching; Teacher Attitudes; Social Networks; Participant Observation; Middle School Teachers; Computer Mediated Communication; Interaction; Coding; Group Discussion + Suchen Sie Ihr Suchwort? Community; Lehrerkooperation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Social network; Soziales Netzwerk; Teilnehmende Beobachtung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Computerkonferenz; Interaktion; Codierung; Programmierung; Gruppendiskussion
Abstract	Two teachers participating in an online study group provided the foci for in-depth case studies. Transcripts of conversations they had with colleagues about issues related to reform-oriented pedagogy were analyzed from both acquisition and participation perspectives on learning. Both teachers exhibited mainly marginal changes to their pedagogical reasoning structures and were generally resistant to adopting ideas posed during online debates. At the same time, the text-based environment provided a setting for both participants to structure their emerging thoughts about changes to their existing pedagogical reasoning structures. It also served as a forum for them to identify gaps in their personal knowledge and to obtain further professional development to address them. The methodology and theoretical perspective employed in the report provide a foundation for further research on teachers' learning in online environments. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01