The role of technology-enriched, technology-mediated learning communities in reforming mathematics teacher education

技术丰富、技术介导的学习社区在改革数学教师教育中的作用

• 批准号: DP0208803
• 负责人: Prof Merrilyn Goos
• 金额: $ 4.9万
• 依托单位: The University of Queensland
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2002
• 资助国家: 澳大利亚
• 起止时间: 2002-01-01 至 2005-12-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP0208803
• 关键词: role; technology; enriched; mediated; learning

This project examines the impact of a technology-enriched teacher education program on beginning teachers' integration of educational technologies into secondary school mathematics classrooms. It seeks to increase theoretical understanding of how beginning teachers are initiated into a collaborative professional community featuring both web-based and face to face interaction, and how participation in such a community shapes their pedagogical beliefs and actions. Of central interest is the role of technologically knowledgeable pre-service and beginning teachers as agents ofinnovation and reform in secondary school mathematics. Outcomes will inform the design and implementation of models of pre-service teacher education and professional development.

该项目研究了技术丰富的教师教育计划对新手教师将教育技术融入中学数学课堂的影响。它旨在增加对新教师如何进入一个以网络和面对面互动为特色的协作专业社区的理论理解，以及参与这样一个社区如何塑造他们的教学信念和行动。最令人感兴趣的是技术知识丰富的职前教师和新教师作为中学数学创新和改革的推动者的作用。结果将为职前教师教育和专业发展模型的设计和实施提供信息。