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K--3 mathematics teacher professiona...

Kim, Ok-Kyeong.

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K--3 mathematics teacher professional development from individual and collective perspectives.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	K--3 mathematics teacher professional development from individual and collective perspectives./
作者:	Kim, Ok-Kyeong.
面頁冊數:	354 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2485.
Contained By:	Dissertation Abstracts International63-07A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3060113
ISBN:	0493756361

K--3 mathematics teacher professional development from individual and collective perspectives.
Kim, Ok-Kyeong.

K--3 mathematics teacher professional development from individual and collective perspectives. - 354 p.

Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2485.

Thesis (Ph.D.)--University of Missouri - Columbia, 2002.

This study investigated K–3 mathematics teacher professional development processes through a teacher professional development project during the 2000–2001 school year. In doing so, two perspectives were employed: individual and collective perspectives. From an individual perspective, I considered the individual teachers' conceptions about mathematics and mathematics pedagogy, as well as their participation in the project activities. From a collective perspective, I considered the teachers' interactions as they established shared meanings about mathematical ideas and pedagogical issues. Each of the perspectives supported the analysis of teacher professional development from the other perspective.

ISBN: 0493756361Subjects--Topical Terms:

516171
Education, Elementary.

K--3 mathematics teacher professional development from individual and collective perspectives.
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500 $a Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2485.
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502 $a Thesis (Ph.D.)--University of Missouri - Columbia, 2002.
520 $a This study investigated K–3 mathematics teacher professional development processes through a teacher professional development project during the 2000–2001 school year. In doing so, two perspectives were employed: individual and collective perspectives. From an individual perspective, I considered the individual teachers' conceptions about mathematics and mathematics pedagogy, as well as their participation in the project activities. From a collective perspective, I considered the teachers' interactions as they established shared meanings about mathematical ideas and pedagogical issues. Each of the perspectives supported the analysis of teacher professional development from the other perspective.
520 $a Two main themes emerged from the project data: the teachers' creation of a community of learners and the development of the teachers' identities. The community of learners that the teachers built together provided opportunities for the teachers to learn from each other. In the community, the teachers also developed and expanded professional relationships with other teachers in their school district.
520 $a As part of the process as well as product of their learning, the teachers built their identities as mathematics thinkers and reflective teachers. While participating in mathematical activities, they experienced themselves as mathematics learners. In addition, by participating in pedagogical activities, they extended their identities as reflective teachers.
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