Collaborative Interactions in Asynchronous Mathematics Teacher Professional Development: Findings and Implications

被引：0
|
作者：
Depiper, Jill Neumayer [1 ]
Jackson, Brent [1 ]
Seago, Nanette [1 ]
Knotts, Angela [1 ]
机构：
[1] WestEd, San Francisco, CA 94017 USA
来源：
JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION | 2025年 / 56卷 / 01期
基金：
美国国家科学基金会;
关键词：
Teacher professional development; Online learning; Classroom video analysis;
D O I：
10.5951/jresematheduc-2023-0114
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Meaningful collaborative interactions in asynchronous online mathematics teacher professional development (PD) may provide teachers with valuable opportunities to learn. We studied collaborative interactions in online teacher PD activities that involved embedded videos, prompts, discussions, and multiple online tools. Analysis of teacher responses highlighted different levels of collaborative interactions across activities and the importance of providing teachers with learning opportunities that prompt them to take into account others' perspectives in an online environment. We share implications for research on and design of mathematics teacher PD and activities related to these interactions.
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页数：12
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