Conceptualizing the Work of Leading Mathematical Tasks in Professional Development

Autor:	Rebekah Elliott, Megan Kelley-Petersen, Kristin Lesseig, Judith Mumme, Elham Kazemi, Cathy Carroll
Rok vydání:	2009
Předmět:	Work (electrical) Professional development Pedagogy Leader development Engineering ethics Microteaching Teacher learning Role perception Psychology Training methods Education Instructional leadership
Zdroj:	Journal of Teacher Education. 60:364-379
ISSN:	1552-7816 0022-4871
DOI:	10.1177/0022487109341150
Popis:	Filling the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved. This research and development project is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research—sociomathematical norms and practices for orchestrating productive discussion—to support leaders’ understanding of facilitation of mathematics professional development. In this article, the authors describe the use of these frameworks in their work and argue for a third framework—the mathematical knowledge for teaching. Based on the analysis of their work, they believe that mathematics professional development leaders need to cultivate particular sociomathematical norms for teacher explanation and employ practices for orchestrating discussions to achieve the purposeful development of teachers’ specialized knowledge of mathematics for teaching.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::b0d45129af13fb6edab50a0a0af6eb8a https://doi.org/10.1177/0022487109341150 Zobrazit plný text záznamu