Shared teaching assignments in the service of mathematics reform

Autor:	Sandra Callis bethell, Steven Neurither, Daniel Chazan, David Ben-Chaim, Michael Lehman, Martin Schnepp, Jan Gormas
Rok vydání:	1998
Předmět:	Team teaching Teaching method Situated Teaching and learning center Pedagogy Professional development ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Learning theory School change Teacher learning Education
Zdroj:	Teaching and Teacher Education. 14:687-702
ISSN:	0742-051X
DOI:	10.1016/s0742-051x(98)00022-5
Popis:	Proponents of ‘team teaching’ — organizational arrangements in which teachers share responsibility for instruction of students — suggest that it can be a catalyst for teacher learning and school change. We seek to understand the mechanisms responsible for the potential of this mode of professional development as opposed to other modes of joint work. In this paper we analyze participating teachers’ explanations for the impact that a year-long shared algebra teaching assignment had on their capacity to change their mathematics teaching. Consistent with situated theories of learning the teachers emphasize three important dimensions: the opportunity to assume the role of observer in one’s own classroom the opportunity to experience a curricular innovation in the classroom and the need to make joint pedagogical decisions.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::b03e705aac64bcf5893edd351467626b https://doi.org/10.1016/s0742-051x(98)00022-5 Zobrazit plný text záznamu Full Text from ScienceDirect