ERIC Number: EJ1138796
Record Type: Journal
Publication Date: 2017-Jun
Abstractor: As Provided
Reference Count: 59
Learning to Teach Mathematics Specialists in a Synchronous Online Course: A Self-Study
Hjalmarson, Margret A.
Journal of Mathematics Teacher Education, v20 n3 p281-301 Jun 2017
This article uses a self-study research methodology to explore teaching an online course for mathematics specialists. The course included weekly videoconferencing sessions and focused on supporting their development as mathematics coaches working with K-8 teachers to enhance mathematics teaching and learning. The central question for the self-study was about the design of the course and the characteristics of the learning environment that resulted from the design. The study included journal reflections and survey data. Three themes emerged in the analysis of the instructional decision making for the course: student autonomy and engagement, authenticity and practicality, and fostering community.
Descriptors: Synchronous Communication, Online Courses, Specialists, Mathematics Instruction, Videoconferencing, Curriculum Design, Educational Environment, Journal Writing, Teacher Surveys, Personal Autonomy, Student Participation, Learner Engagement, Sense of Community, Usability, Teaching Methods, Teaching Experience, Communities of Practice, Faculty Development, Masters Programs, Teacher Education, Teacher Education Programs, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Virginia