A Teacher's Professional Development through Action Research

Autor/inn/en	Sakshaug, Lynae E.; Wohlhuter, Kay A.; Lach, Tisa
Titel	A Teacher's Professional Development through Action Research
Quelle	In: Investigations in Mathematics Learning, 1 (2008) 1, S.27-40 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
Schlagwörter	Constructivism (Learning); Action Research; Faculty Development; Teacher Improvement; Elementary School Teachers; Middle School Students; Educational Games; Teaching Methods; Learning Processes; Student Behavior; Academic Ability; Curriculum; Teacher Role; Teacher Researchers + Suchen Sie Ihr Suchwort? Projektforschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Student behaviour; Schülerverhalten; Curricula; Lehrplan; Rahmenplan; Lehrerrolle; Lehrerforschung
Abstract	Action research is a process that classroom teachers undertake to reflect upon and improve their own teaching. This study followed an elementary teacher's two-year experience with an action research project in which her middle school students played mathematical-related games. Through the teacher's involvement in this project, her core beliefs about the teaching and learning of mathematics shifted to be aligned with a constructivist perspective. Factors that influenced her decision making included students' abilities and behaviors, state and school curricula, and her role as an action researcher. In addition, professional interactions facilitated the examination of her beliefs. (As Provided).
Anmerkungen	Research Council on Mathematics Learning. Web site: http://www.unlv.edu/RCML
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10