What Teachers Take from Professional Development: Cases and Implications
What Teachers Take from Professional Development: Cases and Implications
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教师从专业发展中获得什么：案例与启示
DOI：
10.1023/a:1026318709074
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发表时间：
2003
影响因子：
2.1
通讯作者：
M. Lassak
中科院分区：
文献类型：
--
作者：
Jeffrey D. Farmer;Helen Gerretson;M. Lassak
在这篇文章中，我们报告了一个为期18个月的小学教师数学专业发展项目。使用我们开发的模型，三个参与者的案例研究进行了分析，不仅专业发展的环境，但也如何这些教师与专业发展经验的互动。特别是我们发现，让教师反思新的，真正的改革导向的数学学习经验，导致一些教师对自己的教学采取探究的立场，导致他们的数学教学实践的自我持续变化。这说明小学数学教师的专业发展应该包括挑战性的数学学习经验，并有机会反思个人和专业的影响。
In this article, we report on an 18-month longmathematics professional development projectwith elementary school teachers. Using a modelwe developed, three participant case studieswere analyzed with respect to not only theprofessional development milieu, but also howthese teachers interacted with the professionaldevelopment experience. In particular we foundthat having teachers reflect on new, authenticreform-oriented mathematics learningexperiences leads some teachers to take aninquiry stance concerning their own teaching,resulting in self-sustaining changes in theirmathematics instructional practices. Thisimplies that professional development forelementary mathematics teachers should includechallenging mathematics learning experiencescomplete with opportunities to reflect on personal and professional implications.