专业发展
数学教育
反射(计算机编程)
定性研究
教育学
教师发展
领域(数学分析)
心理学
社会学
计算机科学
数学
社会科学
数学分析
程序设计语言
作者
Martha Witterholt,Martin Goedhart,Cor Suhre,A. van Streun
标识
DOI:10.1016/j.tate.2012.01.003
摘要
In this qualitative study we used a case study approach to observe and analyse a mathematics teacher who was challenged to redesign her lessons during network meetings with colleagues. Changes in practical knowledge are described by means of concept maps and semi-structured interviews. We applied cycles of change from the Interconnected Model of Professional Growth to describe the teacher's professional development. We show that the teacher's practical knowledge changes in the domain of practical content knowledge, and that controlled experimentation and reflection are necessary conditions to learn a new teaching strategy and to develop a series of lessons for pupils.
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