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ERIC Number: EJ783730
Record Type: Journal
Publication Date: 2008-Feb
Pages: 18
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-1954
Routines and Collective Orientations in Mathematics Teachers' Professional Development
Gellert, Uwe
Educational Studies in Mathematics, v67 n2 p93-110 Feb 2008
There is an increasing awareness of the social dimension in mathematics teacher education. Collaboration and co-operation are regarded as key factors in professional development. In this paper I will analyse some tensions that might arise when the professional development of mathematics teachers is considered a collective enterprise. I will present "phenomenological group" interview as a method that is designed to reveal the collective character of teacher development. Some primary teachers' collective reflections on an ongoing professional development process will be interpreted by focusing on the concepts of "routine" and "collective orientation". The discussion is centred on the ambivalence of routines, as facilitators of practice, and collective orientations, as socially-agreed-upon knowledge base, for mathematics teachers' professional development.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A