MATHEMATICS TEACHER IDENTITY IN A PROFESSIONAL LEARNING COMMUNITY

被引：0
|
作者：
Chauraya, Million [1 ]
机构：
[1] Univ Witwatersrand, ZA-2050 Johannesburg, South Africa
来源：
PROCEEDINGS OF THE SEVENTH INTERNATIONAL MATHEMATICS EDUCATION AND SOCIETY CONFERENCE, VOLS 1 AND 2 | 2013年
关键词：
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Teacher identity has always been regarded as significant in research about teacher professional development, but has received little attention in research about professional learning communities. In this paper I discuss the relationship between teacher identity and professional learning communities through a study of two teachers. I show that participation in the professional learning community influenced shifts in both teachers' identities, and in turn the teachers' evolving identities explained their participation in the professional learning community. The results highlight the importance of paying attention to teacher identity in analyzing teacher learning and participation in a professional learning community.
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页码：253 / 261
页数：9
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