dc.contributor.author | Solomon, Yvette | |
dc.contributor.author | Eriksen, Elisabeta Iuliana | |
dc.contributor.author | Bjerke, Annette Hessen | |
dc.date.accessioned | 2023-09-25T10:49:47Z | |
dc.date.available | 2023-09-25T10:49:47Z | |
dc.date.created | 2023-09-22T06:03:55Z | |
dc.date.issued | 2023 | |
dc.identifier.issn | 2227-7102 | |
dc.identifier.uri | https://hdl.handle.net/11250/3091726 | |
dc.description.abstract | This study responds to the debate on understanding and evaluating teacher learning in
professional development programmes, with particular reference to the development of equitable
mathematics classrooms. Conducted in the context of a year-long PD mathematics programme
for primary teachers in Norway, designed to disrupt teachers’ assumptions about mathematics
pedagogy and how it relates to students’ mathematical thinking, this study takes teachers’ entry
goals as its point of departure. Sixteen teachers participated in interviews at the end of the course.
Recognising the situated nature of the development of pedagogic judgement in our analysis of
teachers’ reflections on their learning, we report on the shift in their “problems of practice” towards
actionable concerns about student inclusion. We argue that this shift underpins a fundamental change
in their assumptions about teaching and learning and a critical stance towards their own professional
practice, suggesting an important indicator of what constitutes sustainable professional development
for critical mathematics education. | en_US |
dc.language.iso | eng | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Teacher Learning towards Equitable Mathematics Classrooms: Reframing Problems of Practice | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |
dc.identifier.doi | 10.3390/educsci13090960 | |
dc.identifier.cristin | 2177736 | |
dc.source.journal | Education Sciences | en_US |