A marriage of continuance: professional development for mathematics lecturers
A marriage of continuance: professional development for mathematics lecturers
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持续的结合：数学讲师的专业发展
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Mike Thomas
中科院分区：
文献类型：
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作者：
B. Barton;G. Oates;J. Paterson;Mike Thomas
在一个为期2年的项目中，我们开发并尝试了一种在数学系工作人员中讲授专业发展的模式。在理论上立足于舍恩菲尔德的资源，方向和目标（ROG）模型的教师行动，一组定期举行会议，讨论这两个视频摘录自己讲课沿着与书面前和演讲后的声明，他们的“ROG”。我们发现的证据，提高教学效果，但更有趣的是，确定了我们的实践和本科数学的关键方面，得到反复关注，并制定了进一步的理论见解讲师在数学中的行为。该试验已经足够成功，以扩大到进一步的群体，现在构成了我们部门内的专业发展文化。
In a 2-year project, we developed and trialled a mode of lecturing professional development amongst staff in our department of mathematics. Theoretically grounded in Schoenfeld’s resources, orientations, and goals (ROG) model of teacher action, a group met regularly to discuss both the video excerpts of themselves lecturing along with written pre- and post-lecture statements of their “ROGs”. We found evidence of improved teaching performance but more interestingly, identified key aspects of our practice and of undergraduate mathematics that received repeated attention and developed further theoretical insight into lecturer behaviour in mathematics. The trial has been successful enough to be expanded into further groups that now constitute a professional development culture within our department.