Mathematics for Middle School Teachers: Choices, Successes, and Challenges

Martin, Linda E.; Umland, Kristin

doi:10.54870/1551-3440.1109

Cited by 2 publications

(4 citation statements)

References 2 publications

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“…Teachers' view of which aspects of digital teaching competencies that are important can be helpful information for course designers to decide what to include. This is both supported by previous research (Martin and Umland, 2008;Garet et. al, 2016) and aligns with UCN's previous experiences described above.…”

Section: Hlt and Initial Design: Mapping Digital Teaching Competency ...supporting

confidence: 90%

“…Although the insights developed in this paper stem from a limited number of informants, the results indicate nuances of the existing knowledge on the importance of accommodating teachers' needs (e.g. Martin and Umland, 2008;Garet et al, 2016) For the course designers in this study, these insights informed decisions allowed knowing how to broaden the teachers' professional horizons by presenting them content they were not aware of, but which were in continuation with their current practices. An important principle in our mapping process was that it was highly inclusive.…”

Section: Discussionmentioning

confidence: 79%

“…However, despite the continuously growing body of literature, little attention seems to be given to the issue of choosing adequate curriculum content (Besser & Leiss, 2014). This seems particularly important, since teachers report subject content as the most significant factor for effective professional development programs (Martin and Umland, 2008;Garet et. al, 2016).…”

Section: Literature On How To Choose Adequate Content For Professiona...mentioning

confidence: 99%

“…On the one hand, teaching during the pandemic has led to an unusually extensive accumulation of teachers' experience with digital teaching, who currently are likely to have much better insights into what works and what does not, and into their level of ability to pedagogically harness and exploit digital tools and formats in educational contexts. On the other hand, there is little guidance to retrieve from research in terms of how these accumulated experiences can be collected and aggregated to inform decisions of what to include in training programs despite there being consensus that this is important (Martin and Umland, 2008;Selter, 2015). It is this paradox that this paper seeks to address.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Mapping what matters – an approach to determine curriculum content of in-service teacher training

Tamborg¹,

Schjøtz²,

Andersen³

et al. 2022

LOM

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Denne artikel studerer paradokset i, at mere end halvdelen af lærere oplever et misforhold mellem den efteruddannelse, de får, og deres oplevede behov, selvom der er konsensus om, at det er vigtigt at tilpasse indholdet til lokal praksis. Vi hævder, at dette paradoks fortsat eksisterer på grund af mangel på metoder til at indsamle og aggregere behov udtrykt af mange lærere. Artiklen adresserer dette paradoks ved at bruge directed acyclic graphs (DAG’s) til at repræsentere 17 danske læreres efterspurgte indhold til efteruddannelse i digital underviserkompetencer. Vi undersøger, hvordan DAG’en blev brugt og opfattet som redskab til kursusdesignere i udvikling af et konkret efteruddannelsestilbud. Undersøgelsen viser, at DAG’en tilvejebragte vigtige indsigter ved deres valg af indhold, der skulle inkluderes i efteruddannelsestilbudet. Begrænsninger omfattede en opfattet forpligtelse til at bruge al information i DAG'en og en følelse af ikke at have indsigt i lærernes affektive forholdemåder til indholdet i DAG'en.

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Section: Hlt and Initial Design: Mapping Digital Teaching Competency ...supporting

confidence: 90%

Section: Discussionmentioning

confidence: 79%

Section: Literature On How To Choose Adequate Content For Professiona...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Mapping what matters – an approach to determine curriculum content of in-service teacher training

Tamborg¹,

Schjøtz²,

Andersen³

et al. 2022

LOM

View full text Add to dashboard Cite

show abstract

Emerging Organizations When Implementing a Collaborative Professional Development Program

Misfeldt

Tamborg

Fougt

et al. 2021

Impl. Repl. Stud. Math. Educ.

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In this article, we explore an emerging organization that unfolds during the implementation of a collaborative and practice-oriented professional development program (PD) called Action Learning. In Action Learning, local mathematics supervisors facilitate meetings where mathematics teachers collaboratively discuss and develop interventions in their own teaching. Thereafter, teachers carry out their interventions and are observed by the team, who afterwards provide feedback in an evaluation meeting, thereby taking on a central role in the PD program. Drawing on qualitative interviews of teachers, local supervisors, and school managers and observations of meetings in the PD program, we investigate what roles emerge for local supervisors, and how their contributions are framed by colleagues and school managers. This identifies three simultaneously present logics among the stakeholders, positioning the supervisors in roles as project leaders, academic beacons, and equal coaches, confronting each of them with different and mutually exclusive expectations. The impact sheet to this article can be accessed at 10.6084/m9.figshare.16610119.

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Mathematics for Middle School Teachers: Choices, Successes, and Challenges

Cited by 2 publications

References 2 publications

Mapping what matters – an approach to determine curriculum content of in-service teacher training

Mapping what matters – an approach to determine curriculum content of in-service teacher training

Emerging Organizations When Implementing a Collaborative Professional Development Program

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