The Interconnected Model of Professional Growth as a means to assess the development of a mathematics teacher

被引：26
|
作者：
Witterholt, Martha [1 ]
Goedhart, Martin [2 ]
Suhre, Cor [1 ]
van Streun, Anno [2 ]
机构：
[1] Univ Groningen, Univ Ctr Learning & Teaching, NL-9747 AD Groningen, Netherlands
[2] Univ Groningen, Fac Math & Nat Sci, NL-9747 AG Groningen, Netherlands
来源：
TEACHING AND TEACHER EDUCATION | 2012年 / 28卷 / 05期
关键词：
Professional development; Practical knowledge; Teaching practice; Modelling teacher change; PRACTICAL KNOWLEDGE; SCIENCE; DESIGN;
D O I：
10.1016/j.tate.2012.01.003
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this qualitative study we used a case study approach to observe and analyse a mathematics teacher who was challenged to redesign her lessons during network meetings with colleagues. Changes in practical knowledge are described by means of concept maps and semi-structured interviews. We applied cycles of change from the Interconnected Model of Professional Growth to describe the teacher's professional development. We show that the teacher's practical knowledge changes in the domain of practical content knowledge, and that controlled experimentation and reflection are necessary conditions to learn a new teaching strategy and to develop a series of lessons for pupils. (C) 2012 Elsevier Ltd. All rights reserved.
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页码：661 / 674
页数：14
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