Why are You Talking When You Could be Listening? The Role of Discourse and Reflection in the Professional Development of a Secondary Mathematics Teacher.

Peressini, Dominic D.; Knuth, Eric J.

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Peer reviewed

ERIC Number: EJ568123

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0742-051X

EISSN: N/A

Why are You Talking When You Could be Listening? The Role of Discourse and Reflection in the Professional Development of a Secondary Mathematics Teacher.

Peressini, Dominic D.; Knuth, Eric J.

Teaching and Teacher Education, v14 n1 p107-25 Jan 1998

This study used observation and interviews to compare the discourse in workshop sessions that were part of a discrete-mathematics professional-development project for secondary mathematics teachers with the discourse in one participating teacher's high school mathematics classroom. By emphasizing the distinction between univocal and dialogic forms of discourse, the paper examines how the teacher's practice is changing. (SM)

Descriptors: Dialogs (Language), Educational Change, Faculty Development, Inservice Teacher Education, Interpersonal Communication, Mathematics Education, Mathematics Teachers, Secondary Education, Secondary School Mathematics, Teacher Improvement, Teacher Student Relationship

Publication Type: Journal Articles; Reports - Descriptive

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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