The Conceptual Framing, Design, and Development of Mobile-Mediated Professional Development for Primary Mathematics Teachers

被引：1

作者：

Qazi, Ali Gohar ^{[1
,2
]}

Mtenzi, Fredrick Japhet ^{[3
]}

机构：

[1] UCL, Inst Educ, London, England

[2] Aga Khan Univ, Karachi, Pakistan

[3] Aga Khan Univ, Dar Es Salaam, Tanzania

来源：

INTERNATIONAL JOURNAL OF MOBILE AND BLENDED LEARNING | 2023年 / 15卷 / 02期

关键词：

Framework; Instructional Design; Mobile Environment; Mobile learning; PD; Professional Competence; Teacher Collaboration; Teacher Effectiveness; Technology-infused Training; Ubiquitous Learning; EDUCATION; QUALITY; IMPACT; ACHIEVEMENT; SCIENCE; TRENDS; POLICY;

D O I：

10.4018/IJMBL.319022

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper examines the design and development of a mobile-mediated professional development program for primary school teachers. It explores learning design frameworks and strategies to offer effective, 24/7, anywhere-anytime PD using mobile technology. The study highlights the significance of design requirements and best practices in mobile-mediated TPD, and presents a conceptual framework incorporating various pedagogical/andragogic approaches and instructional design possibilities enabled by mobile technology. The framework is based on the integrative learning design framework (ILDF), CSAM, RASE, Keller's ARCS, and TPACK framework. The resulting framework enacts evidence-informed and theory-led models, and best practices to cater to instructional design requirements for creating meaningful mobile-based learning experiences for teachers.

引用

页数：4

共 50 条

[31] COGNITIVE PROCESSES ASSOCIATED WITH THE PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS
Munoz-Catalan, M. C.
Climent, N.
Carrillo, J.
PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 4, 2009, 4 : 177 - 184
[32] Primary Grades Teachers' Instructional Decisions During Online Mathematics Professional Development Activities
Polly, Drew
Martin, Christie S.
Wang, Chuang
Lambert, Richard G.
Pugalee, David K.
EARLY CHILDHOOD EDUCATION JOURNAL, 2016, 44 (03) : 275 - 287
[33] Integrated Professional Development for Mathematics Teachers: A Systematic Review
Johari, Muhamad I.
Rosli, Roslinda
Maat, Siti M.
Mahmud, Muhammad S.
Capraro, Mary M.
Capraro, Robert M.
PEGEM EGITIM VE OGRETIM DERGISI, 2022, 12 (04): : 226 - 234
[34] An Effective Programs Model for the Professional Development of Mathematics Teachers
Ramos-Rodriguez, Elisabeth
Vasquez, Claudia
PNA-REVISTA DE INVESTIGACION EN DIDACTICA DE LA MATEMATICA, 2020, 15 (01): : 27 - 49
[35] Routines and collective orientations in mathematics teachers' professional development
Gellert U.
Educational Studies in Mathematics, 2008, 67 (2) : 93 - 110
[36] PROFESSIONAL DEVELOPMENT NEEDS OF MATHEMATICS TEACHERS IN SAUDI ARABIA
Albalawi, A.
Ghaleb, R.
EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES, 2011, : 569 - 582
[37] Roles of research utilisation in the professional development of mathematics teachers
De Geest, Els
RESEARCH IN MATHEMATICS EDUCATION, 2011, 13 (01) : 77 - 78
[38] Designing effective continued professional development for primary teachers during curriculum reform in mathematics
Porcenaluk, Sarah
Connolly, Cornelia
INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, 2024,
[39] A professional development model for middle school teachers of mathematics
Harris, G.
Stevens, T.
Higgins, R.
INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, 2011, 42 (07) : 951 - 961
[40] ENHANCING TEACHERS' MATHEMATICS OF THEIR PRACTICE: A PROFESSIONAL DEVELOPMENT PROJECT
Proulx, Jerome
Bednarz, Nadine
PME 34 BRAZIL: PROCEEDINGS OF THE 34TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 4: MATHEMATICS IN DIFFERENT SETTINGS, 2010, : 65 - 72

← 1 2 3 4 5 →