Incorporating practitioner inquiry into an online professional development program: the Prime Online experience
Incorporating practitioner inquiry into an online professional development program: the Prime Online experience
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将从业者探究纳入在线专业发展计划：Prime Online 体验
DOI：
10.1080/19415257.2016.1152592
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Sherri K. Prosser
中科院分区：
文献类型：
--
作者：
N. Dana;Stephen J. Pape;C. Griffin;Sherri K. Prosser
课堂教师参与实践探究是教师专业学习的一种有前景的机制。虽然我们对探究在传统专业发展努力中可以发挥的积极作用了解很多，但我们对探究在快速发展的技术时代（包括在线专业发展机构和项目的激增）中的影响知之甚少。本文的目的是通过提供名为 Prime Online 的为期一年的计划的详细描述，探讨探究在在线专业发展中的作用。在美国联邦资助的支持下，该计划旨在帮助教师发展必要的数学内容和教学内容知识，以在实践探究的框架内在包容性小学课堂中实施基于研究的实践。随后对参与者完成的探究项目进行了检查，详细介绍了该计划。提出了这一努力对教师学习和在线专业发展努力的影响。
Engagement in practitioner inquiry by classroom teachers is a promising mechanism for teacher professional learning. While much has been learned about the positive role inquiry can play in traditional professional development efforts, we know less about the impact of inquiry in a rapidly advancing technological age that includes the proliferation of online professional development institutes and programs. The purpose of this article is to explore the role of inquiry in online professional development by providing a detailed description of a year-long program called Prime Online. Supported by US federal funding, this program was designed to help teachers develop the mathematics content and pedagogical content knowledge necessary to implement research-based practices in inclusive elementary classrooms within a framework of practitioner inquiry. A detailed description of this program is presented followed by an examination of the inquiry projects completed by the participants. Implications of this effort for teacher learning and online professional development endeavors are offered.