An Online Support System for Teachers of Mathematics in Regional, Rural and Remote Australia

Autor/inn/en	Bui, Vinh; Woolcott, Geoff; Peddell, Lewes; Yeigh, Tony; Lynch, David; Ellis, David; Markopoulos, Christos; Willis, Royce; Samojlowicz, Darius
Titel	An Online Support System for Teachers of Mathematics in Regional, Rural and Remote Australia
Quelle	In: Australian and International Journal of Rural Education, 30 (2020) 3, S.69-88 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bui, Vinh) ORCID (Woolcott, Geoff) ORCID (Peddell, Lewes) ORCID (Yeigh, Tony) ORCID (Lynch, David) ORCID (Ellis, David) ORCID (Markopoulos, Christos) ORCID (Willis, Royce)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1839-7387
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Rural Areas; Longitudinal Studies; Professional Identity; Teaching Methods; Teacher Persistence; Program Descriptions; Online Systems; Communities of Practice; Computer Mediated Communication; Faculty Development; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Rural area; Ländlicher Raum; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Online; Community; Computerkonferenz; Ausland; Australien
Abstract	This article outlines the rationale for, and development of an online support system (OSS) for teachers of mathematics in regional, rural and remote (RRR) Australia as part of an ongoing longitudinal project, "Regional Teachers of Mathematics Networks" (RTMN). The OSS is designed to assist development of interconnected collaborative networks for teachers of mathematics in order to help them develop their professional identity. The article builds on the logic of the broader RTMN project, arguing that the development of a teacher of mathematics identity (ToMI) framework through participation in networked communities of practice (CoPs) is integral to improved practice and teacher retention. Theoretical considerations, framed within the overarching conceptual umbrella of cultural accumulation theory, are provided and relate mathematics CoPs to professional development and its role in the development of a 'localised' teacher of mathematics identity. This framing outlines the importance of an OSS that supports both face-to-face and online (virtual) CoP functions for teachers of mathematics. The article also states the case for a design-based implementation research approach that allows stakeholders to sustain ongoing evaluation and updating of the OSS platform for professional learning exchanges within the ToMI framework. (As Provided).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01